Gilbertson_ms_m_2010

Introduction to Chemistry
Dates of Teaching:
March 8th
, 2010 – April 2nd
, 2010
For ML Authorization Level
Winter/Spring 2010
George Fox University
Master of Arts in Teaching Program

Table of Contents
Section 1: Contextual Information ……………………...Page 3
Section 2: Mapping, Standards, and Assessment …….....Page 12
Section 3: Lesson Plans and Reflections………………...Page 30
Section 4: Learning Gains Data……………………..…...Page 73
Section 5: Final Unit Reflection…………………..……...Page 106
Appendix………………………………………………....Page 114
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Section One: Contextual Information
Community Environment
The City of Newberg is located approximately twenty three miles outside of
Portland Oregon. It is nestled between the Chehalem Mountains and the Willamette River
giving it a diverse landscape. The city of Newberg became an official city in 1889 and
draws its name from the cities first postmaster Sebastian Brutscher who named the city
after his Bavarian home of Neuburg in Germany. Notable landmarks in the city are
George Fox University and the Hoover-Minthorn house which was once home to a young
Herbert Hoover, the 31st
president of the United States.
Today Newberg is home to the growing wine industry in the Willamette Valley.
Newberg lies upon pacific highway 99W which makes it a main thoroughfare for tourists
on their way to the coast. This tourism has led to the city’s growth over the past several
decades and has fueled the development of The Alison Inn & Spa, Newberg’s first and
only resort-style lodging. Newberg’s location also makes it very accessible. Newberg is
within an hour drive of nearly all of Portland and its major metropolitan areas, and less
than two hours to the coast, Mt. Hood, and other major cities such as Salem, Corvallis,
and Eugene. Even though Newberg is relatively close to all of these locations it retains a
small town atmosphere and a quiet demeanor.
Newberg is home to a population of nearly twenty three thousand people within
its five square mile area, 85% of them being Caucasian, 11% Hispanic, and the final 4%
being of African American, Asian, or Native American descent. Young adults (ages
twenty to thirty) make up Newberg’s largest age demographic of 18%, followed by
children and adolescents (ages ten through twenty) at 16%. The average household
income in Newberg is $55,007 as of 2008, which is above Oregon’s average of $50, 169.
The majority of people in Newberg are married with a spouse, about 53%, nearly 70% of
people have graduated high school, and 87% have their own transportation to their place
of employment.
School Environment
The Newberg school district is home to approximately five thousand two
hundred students, Mt. View middle School accounting for around five to six hundred 6th
through 8th
grade students, given the year. Mt. View’s student body has around 40% who
qualify for the free or reduced lunch program while the state of Oregon has an average of
42%. The school supports a staff of thirty three teachers including three counselors, two
physical education teachers, an orchestra teacher, a choir director, and a band teacher, a
librarian, a technology librarian, seven teacher assistants, and ten other staff
(janitors/office assistants/etc.). The student to teacher ratio is around 19:1 and nearly 94%
of all teachers here have a masters degree and are highly qualified to teach.
Mountain View has a somewhat diverse student body with around 16% of the
student body being Hispanic (Oregon’s average, 14%), 2% being of Asian descent
(Oregon’s average, 5%), and 2% African American (Oregon’s average, 3%). The rest of
the student body is Caucasian; around 80% (Oregon’s average, 73%). Mt. View supports
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around 8% of its students with English Language Development (ELD) classes and has
assistants that move throughout the school during the course of the day.
Mt. View’s mission statement is “Mountain View Middle School students are
learners, citizens, and individuals drawing support from parents, teachers, and the
community”.
Classroom Environment
Mr. C’s classroom is one that is optimal for a science classroom. The room
itself is rather large because it was an old shop room equipped with ventilation fans and
many large work tables and counters. However this is only half of the classroom. When
one enters the room they enter a normal looking classroom with four rows of tables that
can support around thirty students per class period. The other half of the class is the shop
area where labs and experiments are conducted. Mr. C also has a television with a
dvd/vcr combo, a document camera, a computer (pc), and a projector that is connected to
all three. He also has an overhead projector which is primarily used for class notes.
The shop area itself is substantial in size and space. Mr. C can have an entire
class working comfortably in this area just as easily as he could have them in their seats.
The shop area has a wide array of tools including most basic hand tools (hammers, saws,
screw drivers, etc.) as well as many power tools including multiple power drills, electric
saws, and a powerful fan. The shop area also contains a large closet filled with materials
for the year’s experiments and labs. Students are expected to use this equipment with the
utmost caring and respect while operating all of this equipment with the proper safety
measures in place.
The climate of Mr. C’s classroom is one of business interspersed with a good
amount of humor and excitement. Mr. C has a high level of respect that he has earned and
developed throughout his twenty nine years of teaching and it is shown while he teaches.
The class has a vibe of exploration mixed with foundational science, which spans across
all five periods that are taught.
There are a few classroom systems in place, but not nearly as many as a grade
school classroom would have. The most prominent class system is the classroom folder
that each student receives and keeps throughout the year. Students keep their work and
class notes within these folders and turn them in periodically for credit. The notebooks
are kept in a shelf system that arranges they by class and by row of seats that they are in.
Another class system is the daily warm up. This is usually a question that ties the
previous day’s lesson with the current lesson of the day.
What this contextual information means to my teaching…
The contextual information that I have obtained on the city of Newberg as well
as Mt. View Middle School helps me understand the community and people that I am
serving to a new extent. I understand their social context of being a growing suburban
city outside of Portland, their makeup of mostly Caucasian and Hispanic families, and
their routines which help me organize how to effectively design curriculum and class
time to better reach and teach the students. This information will also provide me with the
basic knowledge of the families within the city. Being able to know where a family
stands will help me conduct myself accordingly, given different situations. For example,
if certain families cannot communicate as well because of a language barrier then I will
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be able to find resources or friends to help bridge that gap. This information also shows
me the wide amount of resources available to my teaching. Being able to utilize many of
the different materials that Mr. C has collected and purchased over the years will be a
great benefit for the different kinds of students that I will encounter in my classes and be
a great advantage when considering multiple intelligences.
MEMBERS OF THE COMMUNITY
Developmentally - Who are my students?
Socially
An adolescent’s social development is characterized by a stronger sense of self
awareness, a greater understanding of ones surrounding environment and an increases
concern of ones own body image. Social relationships are also more valuable to
adolescents than any time before in their lives. With all of these changes there are many
aspects of social development that make this a dynamic time in a student’s life.
In adolescence the self concept of a person emerges. Students gather the different
parts of themselves through relationships with their peers, parents, and their own thoughts
associated with both. With the rise of the self concept also comes the rise of heightened
self consciousness. Eighth grade students are constantly concerned with what their peers
think about their appearance, thoughts, and behaviors. Peer groups also become more
important at this stage in development, often taking a major portion of the students social
influence if not the majority of it. Their peer groups allow them to have their own identity
while remaining part of a larger picture (school or a class) and students tend to rely on
that peer group for support and friendship.
Utilizing students peer groups in the class will be critical for success. Since
students are at varied levels of development and have different peer groups, mixing of
students for assignments will have to be delicate so as to not alienate any one student.
Also providing activities where female students as well as male students to flourish and
interact with one another, hopefully between different peer groups, will be something to
constantly keep in mind when designing activities and labs.
Emotionally
While students change in their social lives, they change as much emotionally.
Since students are developing a strong self concept there are many emotional ties that
have shape students in major ways. However, by adolescence most students have control
over their emotional regulation which makes it somewhat difficult to get a bearing on
where a student is in relation to a problem or where they stand on an issue.
In adolescence students begin to develop emotional scripts. These scripts are a set
of expectations about how people will act towards different emotional displays. Students
at this point will regulate their script to elicit different emotional responses from others.
Self awareness and self consciousness, similarly to social development, play
major factors in emotional development. Students, especially by eighth grade, begin to
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realize that their emotional responses to situations can have social ramifications to them.
At this stage, social interactions can become a balancing act on how to express oneself.
Gender also plays a role in emotional development. Males are less likely to
disclose emotional distress while females are more likely to convey feelings of anger,
frustration, and sadness in times of distress.
Knowing where my students lie emotionally helps me explain things to them in a
way they understand. To be more specific, it helps me realize that students at the 8th
grade
level will not always display emotion to things I say or teach to them even though they
may care deep down. Knowing the emotional spectrum of my students will also assist me
in reading my students emotions better when they are confused or when they are having a
difficult day.
Physically
Eight grade students are undergoing dramatic physical changes. Their bodies are
midway through the bodily process of puberty which for many adolescents is a time of
awkwardness and strange feelings. Most students in eighth grade are thirteen or fourteen
years old and have mastered their fine and gross motor skills as well as having most of
their bodily senses fined tuned.
Puberty affects male and female students differently. In male students puberty
generally begins around age ten, starting with the growth of testicles and the growth of
pubic hair. Generally after the age of twelve, males have a growth spurt in height, growth
in their penis, and begin developing facial hair. This period is also notorious for voice
changes in males as their voices begin to get deeper.
In females puberty generally begins earlier. Females can begin their bodily
changes as early as the age of eight but in general most do not begin their adolescent
changes until around age ten. In females puberty is characterized by growth in breasts,
growth of pubic hair, and changes in physical growth, usually shown in height. By the
time females are fourteen many of them are as tall as they will grow for the rest of their
lives. The greatest factor in adolescence for females is menarche. This is when a females
menstrual cycle begins. This is generally one of the last physical changes that occurs in
women.
Knowing where students lie upon the physical spectrum can help me plan
physical activities that the entire class can participate in more equally, so as to not
alienate any students that are not at the same physical level as their peers. This
information also helps me understand what physical activities my students might enjoy
participating in. Knowing that information can be a good tool for analogies and helping
tie in information to a student who is struggling.
Cognitively
Adolescents in eighth grade typically have a higher level of reasoning abilities.
These new abilities help adolescents view and experiment with different options with
each new scenario and unlike most of their younger peers, they are able to use reason and
abstract thought to get to their conclusions.
Student’s thought process in adolescence begins to shift from concrete to
more abstract thought. An example of this would be a student beginning to question
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societal norms and beliefs. As time passes students begin to form stronger opinions on
their beliefs and begin to see things in a more linear nature, meaning that they see past
events and can begin to predict future events better than they could at a younger age.
Ethics and future goals are also emerging into an adolescent’s mind at this age. Students
begin to solidify their beliefs and begin to plan for a future that they envision in their own
mind. As students move through this process, differentiated instruction and activities that
engage multiple intelligences will be great tools to help foster the students growing
minds.
What have these students studied previously about the topic of my work sample
unit?
The students in my eighth grade science class have very little previous knowledge
on the subject of chemistry. There are some basic elements such as atomic structure that
they have learned in other units throughout this year but in their sixth and seventh grade
science classes they have only covered the topics of earth science and biology thus far.
Brief explanation of Cooperating Teacher’s teaching philosophy:
Mr. C’s teaching philosophy is very much a philosophy of practicality. When
asked the question of what his own philosophy is he responded by saying “You have to
provide the students with something worthwhile to them. Something that will get their
attention and captivate them, while making it applicable to their lives. If students are
engaged in the lesson then your behavioral issues will disappear and you will have
students who want to be there and who are ready to get work accomplished”. Tying
lessons into students lives while getting students tied in with a hook each day is what Mr.
C is known for and how he has become such a well known and reputable teacher in the
Newberg School district.
Strengths and previous experiences of student teacher going into this experience:
In the spring of 2007 (April-June) I co-taught a preschool classroom in Corvallis,
OR with five other classmates, for a practicum at Oregon State University. Our classroom
was run by a head teacher and her assistant who graded our assignments and helped us
progress along throughout the months. Each of the co-teachers had a focused week where
they assumed the role of head teacher in the classroom, directing the other co-teachers
and activities for a five day period. This included prep work, a parent teacher conference,
and an at home visit with parents. My unit was interesting because the activities I spent
the most time preparing and organizing were the ones the students were least interested
in. My final activity was a chemistry experiment that had two clear liquids that when
mixed turned dark purple. The students absolutely loved this and it was a good
experience to end my head teaching week on.
Another experience that I have teaching comes from the spring of 2002. My
chemistry teacher in high school offered me a position to be a science mentor for students
at Mabel Rush Grade School. Myself, along with two other peers created a six week plan
that touched on six different scientific topics and implemented them throughout the
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spring. Two of the lessons lied within the topic of chemistry which my partners and I
utilized to the fullest extent, being in a high school chemistry lab. Even though this is
somewhat minor, I feel like I have a firm grasp on chemistry, at least in lab
demonstrations, that I can utilize in the classroom.
My final teaching experience that relates to this practicum was my experience in
my last practicum. In my first placement I was stationed in a fourth grade classroom in
Dayton, Oregon and taught a mathematics unit on data, statistics, and graphing. Even
though the students, as well as the school atmosphere, were very different in my last
placement, I learned a lot about students and how they function in and out of the
classroom. Even more importantly, I learned a lot about how school days actually
function. There will inevitably be days where you won’t be able to get everything you
want done but there will also be days where you get more than you expect accomplished.
Bringing this aspect of “classroom reality” into this practicum will help me in my
organization of lessons and ultimately when I become a teacher, will help me reflect on
where the class is heading as a whole and how to lead them to my desired goals
effectively.
Specific goals for student teacher’s growth during this unit:
I have three goals for this student teaching practicum.
I) To learn how to manage multiple classes of students – Meaning, how to
learn each class well enough that I can adjust my management strategies to
accommodate their behaviors.
II) To learn how to have and utilize back up plans while teaching
III) Learn to have a more professional demeanor in front of students
What does this information mean to me as I plan and teach the work sample?
This information about my students shows me more in depth where they are
developmentally, how they’re growing, and where they could and should be moving
throughout the school year. Knowing where students fall on the developmental spectrum
makes it easier to understand why students do the things they do and hopefully shed some
light on how I can prepare lessons that will expand their understanding and get them
thinking about the subject more deeply. Utilizing their developing social and cognitive
minds, I can design lesson plans that get them interacting with their peers while getting
them to think about science more abstractly, meaning thinking about science as more than
just vocabulary and experiments. Knowing where students fall physically will help me
know when the students need to get up and move around to prevent boredom and
stagnation. Finally, knowing students emotionally helps me read the students and see
their confusion or frustration levels. This will help me better focus on what I need to
explain more clearly to the class.
Knowing what the students have previously learned also ties into that. Teachers,
to be effective, need to keep their classes progressing forward, and by knowing what your
students already have in their skill sets, one can continue to build upon them, as opposed
to reiterating the same information over and over.
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Knowing my co-teachers philosophy is similar to coming into a company and
understanding how the boss runs the operation. Once you understand how things run in
the classroom then you can place yourself in positions that make you valuable and very
useful. Becoming a respected addition to the classroom is something I strive for. Finally,
remembering my previous strengths also brings up weaknesses in my mind. Realizing
your strong and weak points helps you create goals for the future.
By having goals and knowing where I stand while realizing where students are
developmentally I will be able to design lessons that are relevant and interesting for the
students while making them challenging and fun as well.
Student Information
Name Information about this student IEP / 504 / Other
Alternative
Learning Plans
Student
1
Quiet but very kind. Enjoys the company of student 3.
Bright and positive
Student
2
Quirky and nice. Often off task and sometimes
disruptive. Means well but has trouble managing his
emotions when excited. Enjoys cartoons and childrens
television shows (Sesame Street). Possibly use analogies
to games and videos when dealing with this student.
504 – Sitting in
front of class /
check in & check
out of school /
travel sheet for
behavior
Student
3
Smart and good natured. Gives good constructive
feedback when called upon. Enjoys science. Enjoys pop
music. Listening to current music might be beneficial.
Student
4
Smart yet can be distracting to others. Only child. Often
replies with sarcasm to be funny but actually knows
material well which is shown in his test scores. Have
discussed video game systems with this student and
student 17. A tie into those might help with attention
issues that might arise.
Student
5
Very bright and science minded. Often thinks of answers
that other students wouldn’t. Reliable to help in the class
when he finishes early. Kind to entire class. Generally
gets full credit on all assignments. Might be a good
resource if I ever forget a concept.
Student
6
Quiet and non assuming. When in groups, he lets others
take charge. Liked by peers but rarely offers his opinion
or stance on things. Enjoys projects.
Student
7
Normal student. Well behaved. Often tired. Nice to all
peers. Student enjoys hands on activities. Possibly
partner him with other students who don’t thrive as much
in hands on lessons.
9

Student
8
Often late to class. Good sense of humor. Turns in many
assignments in late but generally with good work. Enjoys
sports. Favorite sport is basketball. Also likes slang.
Being well versed in this lingo could help me understand
him when he’s trying to fly under the radar.
Student
9
Very fashionable. Bright and positive. Friends with
student 19. Good student to call on if no one knows the
answer. Another pop music fan.
Student
10
Shy and quiet but very bright. Friends with student 3 and
21. Good sense of humor.
Student
11
Interesting sense of humor. Average student but well
liked by the class. Handwriting that is sometimes
illegible. Hunter
Student
12
Athletic and good natured. Well liked by peers. Enjoys
science. Also likes video games.
IEP – Language
arts & reading
Student
13
Generally quiet but very bright. Often helps his peers
with questions. Good sense of humor and very nice.
Student
14
Enjoys a good laugh. Susceptible to getting pulled off
task by student 4 and 17 but is very smart. Enjoys
football and basketball. Sports analogies might be useful.
Student
15
A morning person. Great sense of humor and enjoys
giving feedback to teachers. Struggles with tests but
enjoys the subject of science. Likes animals and being
social.
Student
16
Enjoys anime television shows. Close to his friends.
Good sense of humor. Has some anger issues with other
students in the class. Managing who this student works
with will be important.
IEP – Behavioral
issues
Student
17
Athletic but often disruptive. Enjoys science but talks
when he should be listening. Enjoys video games and
sports, which seems to be the trend of the males in this
class.
Student
18
Good natured. Fun to be around. Gives good feedback
when called on. Struggles with tests but completes all of
his work with good effort. Student likes University of
Oregon athletics.
Student
19
Quiet but very kind. Extremely bright and fun to talk to.
Gets along with all of her peers. Pop music fan.
(Will not be shown in assessments / transferred
classes)
Student
20
Average student but has good participation. Funny and
well liked by the class. This student generally flies under
the radar so getting her voice heard is something I want
to achieve in my few weeks teaching.
Student
21
Talented artist. Very smart and nice. Friends with student
10 and 3. Seems to be interested in the opposite sex more
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than her peers.
Student
22
Athletic, very nice, good sense of humor, and intelligent.
A joy to teach. This would be a good student to throw
into a group of students that are having difficulty getting
along.
Student
23
This student is no longer present in the class because of
behavior issues (will be removed for assessments).
Student
24
(Aide)
Very kind and helpful. Enjoys offering assistance to
teachers and peers. Nice to have around. Is also a regular
student in period four. Is a good resource to have around
when a student might be able to understand a concept
better from a peer.
IEP –
Communication
disorder
How did you gather this information?
• Observation
• Interview
• Information from teachers
• Observation from student work
What is useful and dangerous about the information above?
The information above is useful because it helps me get a better understanding on
how to teach my students individually. I not only get to see their strengths but also their
weaknesses and abilities. Being able to understand where my students are coming from
when they give an answer or feedback helps me aide them in reaching a high level of
understanding and comprehension. This information also plays a part in classroom
management practices. Knowing which students work well together and which students
become off task together will help me organize group activities more effectively and will
also help me avoid unneeded confrontation between students. Finally this information is
useful because it helps you realize when there is something off with your students
behavior. Understanding the class’ normal demeanor helps pinpoint out any sudden
changes for the worse. Being able to target which student is causing the change will help
me remedy the problem faster and more efficiently.
What makes this information dangerous is the same things that makes it useful.
Knowing each student individually can make it easier to cut a student slack or give
leniency to a student just because you enjoy their presence in the classroom. This isn’t
right in any way but it is a normal reaction to treat people who comply with your requests
better than those who don’t. Another reason that this information is dangerous is when it
comes to classroom work. Giving too much help to students in areas where they struggle
instead of challenging them and helping them build up their abilities doesn’t help
students in the long run. Getting to know the students needs to be as fair and balanced as
possible and is a continual fine tuning process; however, it is not always easy. If
favoritism towards one or more students is shown things can get problematic with the rest
of the class and in extreme cases the faculty of the school. Finding the right balance of
fairness and control is crucial and necessary to run a successful classroom.
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Section 2
Mapping, Standards, and
Assessment:
Elements, Compounds, Mixtures,
Solutions, Chemical vs. Physical Change,
and Phases of matter
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Chemistry: The Building Blocks of Life
Subject: Chemistry Grade Level: 8th
Grade
Established Goal(s): From the State of Oregon
• Students will be able to understand and explain the difference between an element and a
compound
• Students will be able to determine if a substance is an element, mixture, or a solution.
• Students will be able to identify the difference between a physical vs. a chemical change
• Students will be able to explain the three phases of matter
State Standards (8th
Grade Science)
• 8.1P.1 Describe the atomic model and explain how the types and arrangements of atoms
determine the physical and chemical properties of elements and compounds.
• 8.1P.2 Explain how the Periodic Table is an organization of elements based on their
physical and chemical properties.
• 8.2P.1 Compare and contrast physical and chemical changes and describe how the law
of conservation of mass applies to these changes.
Enduring Understanding(s):
Chemicals make up the living world
around us. Their interactions and
mankind’s ability to harness these reactions
has greatly affected the course of human
history.
While the use of chemicals can and has
changed mankind for the good, chemicals
can also be extremely dangerous. Respect
for chemicals and their reactivity must be
had to properly utilize chemicals to their
full potential.
Essential Question(s):
• Is it possible to change a chemical’s
appearance without changing its
chemical structure?
• Is there a difference between a
solution, a compound, and a mixture?
• How can atomic structure be
manipulated?
Knowledge
Knowledge of atomic structure,
including protons, neutrons, and
electrons.
Knowledge of elements,
compounds, solutions, and
homogeneous & heterogeneous
mixtures.
Basic understanding of the periodic
table of the elements
Knowledge of physical & chemical
changes and the three stages of
matter.
Skills
Determining an element’s atomic
mass, atomic number, and
elemental symbol.
Being able to identify elements
and count atoms within a
compound.
Dispositions
A positive attitude
Ability to work well with
others
Responsive to instruction
Accepting of constructive
criticism.
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Daily Assessment of progress toward learning
objective / Evidence of Learning
Pre-
Assessment
Science - 8.1P.1
Science - 8.1P.2
Science - 8.2P.1
Pre Assessment Questionnaire – Students will
participate in a six question questionnaire about
the different subjects of this work sample.
Elements, compounds, mixtures, solutions, the
phases of matter, and physical vs. chemical
change will all be covered.
Day Learning Objectives /
State Standards
Daily Activities & Assessment
(Assessments will be bold and italicized)
1 Students will be
able to identify
what an element is.
Students will be
able to explain the
three major parts
of an atom’s
structure.
Science - 8.1P.1
Pre Assessment Questionnaire (5 to 10 min) -
Students will be administered a six questionnaire
that focuses on the goals of the unit. Topics
covered in the questionnaire will be: elements,
compounds, mixtures, solutions, the periodic table
of the elements, the phases of matter, and physical
vs. chemical change. Students will use their
previous knowledge to complete these questions
and this pre assessment will help me modify my
future lessons.
Introduction to chemistry – What is Chemistry?
(warm up) Intro to the terms chemistry and
chemicals (overhead projector)– 5 min
History of the atom mini lesson – Students will
go through the history of the atom from its
conception to the modern model. This lesson will
take place with a lecture style presentation
accompanied with drawings that the student and
teacher complete together (of the multiple atomic
models). (5 to 10 min)
Size of the atom guess & check – Students will
take a few minuets to come up with a comparison
of the size of an atom. Students will be told that a
hypothetical nucleus is the size of a marble. Their
task is to determine how big of a space the
electrons would be orbiting around it (Cowboy
Stadium).Students will then be shown an example
of an atoms size by learning how many atoms are
15

in each breath of air they breathe in. (5 to 10 min)
What is an element – The examination of what
an element really is, getting down to atomic
structure (its proton/electron balance and its
neutrons) Students will be shown an example of a
hydrogen atom and how it differs from a helium
atom (if another proton is present). Emphasis will
be stressed that the number of protons determines
the element. Students will also learn what a
molecule is (more than one atom of a substance)
Another thing that will be briefly mentioned will
be isotopes (number of neutrons) (5 to 10 min)
Can an element change form? – Brief lecture
on how there are ninety two naturally occurring
elements, however, there are one hundred ten
elements on the periodic table. Students will be
asked how that is possible. ( 5 to 10 min)
What is a compound? – Students will be asked if
one naturally occurring element can be changed
into another naturally occurring element by
adding the elements together (an example
Hydrogen + Helium = Lithium, not possible).
Once students have their answers they will be
shown how when different elements when added
together don’t make other elements, but instead
compounds. Multiple examples of compounds
will be given (water & methane) and students will
be shown how to determine which atoms are in
the compound as well as the amount of each atom
in the compound. (5 to 10 min)
History of Chemistry (BBC): A Volatile
History – Discovering the Elements [Time
Permitting] – Youtube video (Part I and possibly
II) – (10 to 20 min)
http://www.youtube.com/watch?v=25lprEvoFJ8
2 Students will be
able to find and
identify multiple
elements using the
periodic table of
the elements.
Review of the Atomic Model warm up –
Students will review how atomic structure
(amount of protons/electrons) has a direct cause to
what kind of element a substance is. Students will
also be asked about what an isotope of an element
is (number of neutrons) – 5 min.
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Students will also
analyze the
periodic table for
patterns.
Science - 8.1P.2
The Elements – This portion of the lecture is
about the elements as a group. Discussion on
element symbols and their origins (some derived
from the name of the element, others stemming
from the person who discovered it) as well as a
discussion on atomic mass (mass of protons and
neutrons combined) and atomic number (number
of protons in an atom) will make up this section. –
10 to 15 min
The Periodic Table – Students will be given a
copy of the periodic table that is in black and
white. Students will then be asked a synthesis
question that ties into the pre assessment (which
elements do you know & name their symbols if
you know them). Students will star the element
symbols that they know. After the starring is
complete, students will be given another brief
lecture on the history of the periodic table
(overhead or document camera might be used);
how it began to be arranged by patterns that
scientists saw within the elements. Students will
then be asked to see if they can find any patterns
within the periodic table. After a few min of that
students will then be asked what their patterns
were. Once student’s thoughts are presented the
teacher will explain how columns and rows in the
periodic table are set up (periods and groups) (10
to 15 min)
Elemental Flash Cards – In this activity students
will create flash cards for thirty three selected
elements. Cards will include atomic mass, atomic
number, and element symbol on one side, and
element name on the other. Students will create
and color these cards as creatively as they would
like, and if they complete this process early, then
they will begin practice memorizing the elements
on their cards – 20 to 30 min.
3 Students will be
able to find and
analyze multiple
Elemental Flash Cards Cont. – In this activity,
students will create flash cards for thirty three
selected elements. Cards will include atomic
17

elements using the
periodic table of
the elements and
identify them
through
memorization.
Science - 8.1P.2
mass, atomic number, and element symbol on one
side, and element name on the other. Students will
create and color these cards as creatively as they
would like and when they complete this process
they will begin practice memorizing the elements
on their cards – 20 to 25 min.
Flash Card Memorization Drills – When
students are done with their flash cards they will
partner up and begin memorizing the elements
and their symbols. Students who are finding this
to easy can attempt to memorize the given
elements atomic number and atomic mass - 10 to
15 min.
History of Chemistry (BBC): A Volatile
History – Discovering the Elements [Time
Permitting] – Youtube video (Parts I, II, or III
depending if any have been shown yet) – (10 to
20 min)
Quiz the teacher– I am going to memorize these
elements with the students (so I can easily check
in with students during their work time). At the
end of the class period I will have students quiz
me but with a wager. For example a student could
wager 5, meaning that they can quiz me on five
random elements, but in return I get to quiz them
on five random elements themselves. At different
intervals there will be prize incentives (candy) as
well as if the teacher gets stumped. (5 min to 10
min)
4 Students will be
able to search and
discover elements
using the periodic
table of the
elements as well as
separating
compounds to their
separate elements.
Science - 8.1P.1
Science - 8.1P.2
Element vs. Compound warm up – Students
will identify elements vs. compounds. Students
will also practice identifying different atoms and
their amounts within compounds. – 5 to 10 min
Periodic Table/Element Report Part I –
Students will be assigned a random element from
the periodic table by a random drawing from a hat
and will be given a lab handout. This handout will
have some essential questions about the student’s
element which they will complete by the end of
the period. Students will be taken to the library
18

for a day of research on their element while they
use their worksheet to guide their search. – 40 to
45 min. (5 to 10 min explaining the first step of
the project, 30 to 40 min in the library)
Lab Handout Observation/Check – Students will
each show me their completed lab handout before
they leave the library
5 Students will be
able to search and
discover elements
using the periodic
table of the
elements as well as
separating
compounds to their
separate elements
Science - 8.1P.1
Science - 8.1P.2
Compound Breakdown warm up – warm up
involving breaking down compounds into their
separate atoms. Students will also be introduced
to the concept of multiple molecules – 5 min
Periodic Table/Element Report Part II – This
portion of the assignment is when students use
their lab handout from the day before to create a
mini poster (a piece of 8” by 11.5” printer paper)
for their element. Students will Draw the
chemicals symbol, its atomic mass, and its atomic
number on the one side of the paper (just like
their flash cards) but this time they will get
creative and have time to draw and decorate their
poster with information that is relevant to their
element (ex. Calcium – Ca, atomic #20, atomic
mass 40, and drawings of a glass of milk and a
skeleton – showing where this element if located
and used). On the other side of their poster the
students will write the full name of their element
and transfer their information from the questions
on their lab handout and write each as a sentence.
Students will be given most of a period to work
on their report of their element in the classroom.
Some craft materials will be given for students to
create their mini poster. – 40 min.
(History of Chemistry (BBC): A Volatile
History – Discovering the Elements – Youtube
video Part III or IV if needed – 10 min)
6 Students will be
able to search and
discover elements
using the periodic
table of the
Element Symbol Recognition warm up –
Students will be given ten random elements from
their flash card list and be asked what their names
are. The teacher might also turn some into
molecules and have students identify those
19

elements and will
be able to
recognize multiple
elements that they
have previously
learned.
Science - 8.1P.1
Science - 8.1P.2
separately as well – 5 min
Periodic Table/Element Report Part III.
Students will bring and briefly present their
element to the class. This won’t be a formal
speech but instead will be a 2 minute summary of
what they found about their element and an
explanation of their mini poster. – Time will
depend on the period – 30 min at least
Creation of the Periodic Table – The students
and the teacher will come together to create a
large version of the periodic table on the wall.
The periodic table will be comprised of the
student’s mini posters and will be displayed for
the rest of the chemistry unit – 15 min.
(History of Chemistry (BBC): A Volatile
History – Discovering the Elements – Youtube
video Part III, IV, or V if needed – 10 min
7 Students will be able
to identify the different
types of mixtures as
well as classify each
individual part along
with its weight, within
the mixture.
Science - 8.2P.1
Mixing It Up warm up – Students will be asked
a question from the pre assessment about the
different types of mixtures (homogeneous or
heterogeneous) – 5 min
Blender Magic – Mixture Demo/mini lesson –
A demonstration on the different kinds of
mixtures (homogeneous and heterogeneous) using
a blender to create a new kind of mixture. An
example will be a piece of pizza (heterogeneous)
that when cooked becomes more homogeneous.
Students will be taking notes on the vocabulary
for both kinds of mixtures – 15 min
Hit the Trail Lab Part I– Mixtures – Students, in
groups of 2 to 4, depending on the amount of
scales, will examine a bag of trail mix and
determine whether it is a homogeneous or
heterogeneous mixture, weigh the total weight of
the bag + its contents, then separate the contents
of the bag into like parts. Once this is complete
students will weigh each component individually
and then calculate each components percentage of
20

the mixture.
to identify a solvent
and a solute in a
solution by comparing
and contrasting the
different components
of the solution.
Students will be able
to discriminate
whether a substance is
an element/compound/
solution/or mixture.
(optional)
Science - 8.2P.1
Solution warm up / intro – Students will be
given time to think of a definition for a solution.
After the allotted time students will share their
answer with a table mate then a class discussion
will take place about what the definition of a
solution is. I will then ask students to distinguish
solutions that I show them, either in person, or on
an online format. The vocabulary that will be
discussed is solvent, solute, and solution – 10 min
Hit the Trail Lab Part II – Students, in their
same groups from the mixture lab, will be given
three M&M candies each and then asked to find a
spot in the lab area to settle in. Students will then
dissolve the candy shell of one M&M at a time in
their mouth and record the time, each time
changing the way the candy is consumed (once
with just melting, one using the tongue to assist
melting, and one using tongue and teeth).
Students will record their melting time trials and
then complete the lab handout which consists of
multiple practice problems that have to deal with
solutions - 30 to 35 min
Element/Compound/Mixture/Solution
Worksheet (Time Permitting) – This worksheet
has multiple substances that need to be identified
as one or multiple category options.
to classify and explain
the three phases of
matter including what
substance molecules
are doing in each state.
Science - 8.2P.1
Phases of matter warm up / mini lesson -
Students will identify whether a substance is a
liquid, gas, or solid. The teacher will then explain
each state of matter, breaking them down to their
molecular level – 5 to 10 min
Bill Nye the Science Guy – Students will watch
an episode of Bill Nye the Science Guy about the
phases of matter – 20 min.
Phases of Matter Writing / Drawing
Assignment – This assignment is about a fictional
character named Cubert who is an ice cube.
Cubert wishes to travel far away and learns that
he must change shape to do so. This writing
21

assignment will have students drawing this story
first then while using vocabulary on the phases of
matter and a given template, or creating their own
story, students will write a story about Cubert and
his adventures – 10 to 15 min
to distinguish between
a physical change and
a chemical change by
connecting their
knowledge of changes
to what they see.
Science - 8.2P.1
Phases of Matter review warm up – Students
will identify the different stages of matter by
completing a filling in the blank warm up
question. The vocabulary word sublimation will
also be introduced (when a solid turns directly
into a gas) – 5 min
Chemical vs. Physical Change mini lesson –
Students will be shown the example of a chemical
vs. a physical change with paper being crumpled
(physical) and then burnt (chemical) as well as
being introduced to the vocabulary and
explanation of what each kind of change is and
does. Students will then be shown a power point
presentation (or possibly overhead slides
depending on resources and time) on whether
changes in the pictures are chemical or physical.
Students will each write down what they think on
a piece of paper, then with their table row, decide
whether to cast a vote towards chemical or
physical change – 10 to 15 min.
Chemical vs. Physical change lab – This lab has
students using four substances (sugar, baking
soda, baking powder, and corn starch) and mixing
them with four, technically three, different liquid
substances (vinegar, water, and iodine) each
sample will be observed and recorded in a pre
made table. After the lab is complete the students
will fill out the back of their lab which will have
another table that will ask for whether a physical
or chemical change occurred.
Post
Assessment
Science - 8.1P.1
Science - 8.1P.2
Science - 8.2P.1
Modified Quiz from Mr. C’s Class – This Quiz
will be an assessment of what my students know
two weeks into the unit. There will be questions
regarding element identification, compound
breakdown, the difference between the kinds of
solutions, classifying the different phases of
matter, and identifying physical vs. chemical
22

change. However, this quiz might be given a day
or two after this work sample is complete.
Pre-requisite Skills:
Students should be familiar how to read English, take notes, use a computer for research,
abide by rules of the classroom and safe laboratory procedure, and use basic addition and
subtraction for equation balancing. Students will also need to understand the expectations of
the classroom including how to work in pairs and small groups, raising of hand for responses
or questions, and completing class work in a timely manner.
Plan for Literacy Inclusion:
A number of the science activities and labs the students will be given will have written
instruction on them in case a student has forgotten what their task is. Students will filter out
unneeded information while organizing pertinent data. To do this they will use strategies such
as T-tables, a table where students can separate information into two categories, highlighting,
and simple notation to help organize and filter information. While students search for
information on their element in the element report, I can give a brief lesson in how to search
for specific information using a search engine. This should help students who do not know
how to do elaborate searches come up with useful information for their project specifically
where their element exists in nature and for what the element is used for in every day life.
Environmental Set-Up and Changes During Unit:
The changes that could occur while I teach are minimal. Students would use the shop area
in the classroom for labs and the classroom section of the class to complete assignments and
other paper based assignments. The rows of the desks that the students sit in will most likely
not change at all unless there are issues with them for an assignment. If students need more
personal space then that can be accommodated for simply by having a student move location.
Plan for Differentiation
Differentiation in my lessons will come in the form of the activities. They span the multiple
intelligences of bodily-kinesthetic, visual-spatial, interpersonal, verbal-linguistic, and some
intrapersonal communication as well. Very few students in my sample class have IEP’s or 504
plans but the ones who do have them more for behavioral issues than learning disabilities. For
students who have a language barrier I have the resource of a mobile teaching assistant who can
translate information if it isn’t clear to those students.
Plan for Family and Community Involvement:
23

I have written a letter to the parents of my students to explain who I am, a brief background
of myself, my purpose for being at the school, and the unit I am teaching. I have also included
a summary of my action research project which is a blog. This summary includes what the
blog will cover, how my blog will be used, and a permission slip requesting the parent’s
permission to use the blog. My school is a normal sized middle school which utilizes the
many community volunteers and the small support staff, who are paid assistants who travel
around the school helping teachers where they are needed. Meeting and collaborating with
them will also be a high priority of mine. The parent letter can be found at the end of this
section.
March , 2010
Dear Parents,
Hello, my name is Jesse Gilbertson and I have been given the opportunity to be your son
or daughter’s student teacher in Mr. Canaday’s 8th
grade science course. I currently attend
George Fox University and am enrolled in their Masters of Arts in Teaching program. I feel very
fortunate to work with Mr. Canaday, as he was once my own 8th
grade science teacher and I have
enjoyed the short time I have spent with your children thus far. I officially started my time in the
classroom on January 4th
, 2010 and will be finishing on April 23rd
, 2010.
I was born and raised in Newberg and progressed through the public school system here
beginning at Edwards Elementary, followed by Mountain View Middle School, and Newberg
High School. After I completed high school I enrolled at Oregon State University where I
finished with a degree in Human Development and Family Sciences in 2007. I resumed my
studies at George Fox University in 2009.
This week I have begun my student teaching full time duties in Mr. Canaday’s class. And
he has given me the task of teaching the first half of the chemistry unit. I will be introducing your
son or daughter to the topics of the periodic table of the elements, compounds, atomic structure of
chemicals, mixtures, solutions, the phases of matter (liquid, solid, gas), and last but not least
physical and chemical change. These topics stem from the state of Oregon’s state standards for
eighth grade science (Oregon Science State Standards: 8.1P.1, 8.1P.2, 8.2P.1) and they have
influenced my goals for your students while I teach them. To be specific I have four goals that I
intend to get your son or daughter to accomplish; they are as follows:
• Students will be able to understand and explain the difference between an element
and a compound
• Students will be able to determine if a substance is an element, mixture, or a
solution.
• Students will be able to identify the difference between a physical vs. a chemical
change
• Students will be able to explain the three phases of matter
Through this unit I will also be providing external resources on my classroom blog which
I started earlier this year. This blog will be a resourse to help further your students learning and
will also be a source for extra credit as well. To extend my hand to you as an educator I will
provide a blog post for you, the parent, to ask questions, present concerns, or just comment
however you wish. I intend for this blog to be a line of open communication between you and
myself and I hope that you utilize it. As well as the blog, I will be open and available for
24

conferences, phone calls, and any other means of communication that you use with Mr. Canaday.
Pleas feel free to contact me.
I am really looking forward to working with your son or daughter and Mr. Canaday this
winter and spring and I hope to meet as many of you as possible. Thank you for taking the time to
read this and have a great day.
Sincerely,
Jesse Gilbertson
25

Chemistry Unit Pre-Assessment Name___________________
Period_____
1) What is an element? What is a compound? How are they different?
2) There are two different kinds of mixtures in regards to chemistry. The first is
homogeneous and the second is heterogeneous. Describe the differences between
the two.
3) There are two components to a solution. What are they?
4) What kind of mixture is a solution classified as? (circle one) heterogeneous /
homogeneous
5) A person crumpling a piece of paper would be a __________________ change. A
person lighting a piece of paper would be called a __________________ change.
6) There are three phases (forms) of matter. What are they?
26

Pre Assessment Grading Criteria
Oregon state standards for this questionnaire
• 8.1P.1 Describe the atomic model and explain how the types and arrangements of
atoms determine the physical and chemical properties of elements and
compounds.
• 8.1P.2 Explain how the Periodic Table is an organization of elements based on
their physical and chemical properties.
• 8.2P.1 Compare and contrast physical and chemical changes and describe how the
law of conservation of mass applies to these changes.
•
Unit goals for work sample
1) Students will be able to understand and explain the difference between an element
and a compound
2) Students will be able to determine if a substance is an element, mixture, or a
solution.
3) Students will be able to identify the difference between a physical vs. a chemical
change
4) Students will be able to explain the three phases of matter
5)
Grading Rubric
Test Question Points State Standard Unit Goal
What is an element? What is a compound?
How are they different?
5 points 8.1P.1
8.1P.2
1 & 2
There are two different kinds of mixtures in
regards to chemistry. The first is
homogeneous and the second is
heterogeneous. Describe the differences
between the two.
2 points 8.1P.1
8.2P.1
2
There are two components to a solution.
What are they?
2 points 8.2P.1 2
What kind of mixture is a solution
classified as? (circle one) heterogeneous /
homogeneous
1 point 8.2P.1 2
A person crumpling a piece of paper would
be a __________________ change.
A person lighting a piece of paper would
be called a __________________ change.
2 points 8.2P.1 3
There are three phases (forms) of matter.
What are they?
3 points 8.1P.1
8.2P.1
4
27

Chemistry Unit Quiz (Mr G’s Version) Name___________________
Period________
Choose the best answer. Mark the letter on the answer sheet provided.
Part I – Symbols and Elements. Match the element or symbol with its symbol or
element.
1) Hydrogen
a) Hi b) H c) Hy d) Hn e) Hg
2) Silver
a) Si b) Sr c) Sv d) Ag e) Au
3) Helium
a) He b) Hi c) H d) Hm e) Pb
4) Potassium
a) S b) K c) Po d) P e) Pb
5) Aluminum
a) A b) An c) Al d) Am e) Pb
6) Sodium
a) Na b) So c) S d) Sn e) Sd
7) Uranium
a) Ur b) U c) Un d) Pb e) Sn
8) Copper
a) C b) Cu c) Co d) Pb e) Na
9) Tin
a) T b) Tn c) Sn d) Ti e) Au
10) Lead
a) Pb b) Ld c) Le d) L e) Ag
11) Fe
a) Tin b) Iron c) Copper d) Fluorine e) Fezium
12) Ne
a) Neon b) Nitrogen c) Nickel d) Hydrogen e) Oxygen
28

13) Fl
a) Silicon b) Fluorine c) Nickel d) Fluoride e) Nitrogen
14) Li
a) Lead b) Iodine c) Lithium d) Calcium e) Oxygen
15) S
a) Silicon b) Sodium c) Sulfur d) Zinc e) Platinum
16) C
a) Carbon b) Chlorine c) Chromium d) Calcium e) Oxygen
17) Au
a) Tin b) Lead c) Gold d) Silicon e) Radon
18) N
a) Nickel b) Mercury c) Silver d) Nitrogen e) Sodium
19) Rn
a) Plutonium b) Nickel c) Radon d) Helium e) Carbon
20) Mg
a) Manganese b) Aluminum c) Chromium d) Gold e) Magnesium
Atom and Element Counting – Multiple choice. Determine how many elements
or how many atoms are in these common compounds.
21) NaCO3 – How many elements make up this compound?
a) 2 b) 4 c) 3 d) 5 e) 1
22) H2O – How many elements are in a molecule of water?
a) 3 b) 2 c) 4 d) 0 e) 1
23) NaCl – How many elements are present in a molecule of table salt?
a) 1 b) 3 c) 4 d) 2 e) 0
24) C12H22O11 – How many atoms are in a molecule of table sugar?
a) 39 b) 45 c) 3 d) 22 e) 11
25) Fe3O2 – How many elements make up this compound (rust)?
a) 2 b) 3 c) 5 d) 7 e) 2,010
26) How many elements are in the compound Methane (CH4)?
a) 3 b) 2 c) 5 d) 1
29

27) How many atoms of oxygen are in a molecule of water (H2O)?
a) 1 b) 2 c) 3 d) 0
Multiple choice– Compounds, mixtures & solutions, phases of matter, physical &
chemical change
28) A smoothie from Jamba Juice would be considered what kind of mixture?
a) Homogeneous b) Heterogeneous
29) A big fat hamburger with cheese, pickles, tomato, lettuce, ketchup on the top but
and mustard on the bottom bun would be considered what kind of mixture?
a) Homogeneous b) Heterogeneous
30) When making a pitcher of Kool-Aide, Mr. Canaday uses 8 cups of water, 2 packs
of tropical punch Kool-Aide, and 1 cup of sugar. In this solution what ingredient
would be considered the solvent?
a) sugar b) Kool-Aide c) water d) none of the above
31) When making a pitcher of Kool-Aide, Mr. Canaday uses 8 cups of water, 2 packs
of tropical punch Kool-Aide, and 1 cup of sugar. In this solution what ingredient
would be considered the solute?
a) sugar b) Kool-Aide c) water d) A and B
32) Mr. Canaday creates iron toys for his sons so they will have a hard time breaking
them. However, one toy gets left out in the rain and begins to rust. Is this an
example of a physical or a chemical change?
a) physical b) chemical
33) Mr. Gilbertson fills a cup up with ice but gets distracted by his new Xbox and
forgets to fill it with Mt. Dew. The ice melting in the cup would be an example of
a…
a) physical change b) chemical change
34) Water evaporating into the air would be an example of what change in the phase
of matter
a) solid to gas b) liquid to solid c) liquid to gas d) solid to liquid
35) Chemicals like iodine and dry ice (frozen CO2) turn directly from solid to gas.
This process is called
a) stupefaction b) sublimation c) Canadaycation d) saponofication
30

* Each question is worth one point.
Section 3: Lesson Plans & Reflections
31

Lesson 1
Teacher Name(s): Jesse Gilbertson
Lesson Title: Chemistry: Chemicals, elements, compounds, and atoms
Unit Title/Topic: Chemistry – The Building Blocks of Our World
Target Grade Level: 8th
grade Science
Estimated Time for Lesson: 55 minutes
Standards: Oregon Science - 8.1P.1 Describe the atomic model and explain how the
types and arrangements of atoms determine the physical and chemical properties of
elements and compounds.
Materials:
A pencil or pen
Notebook paper
Lesson Objectives and Plan for Assessment:
• Students will be able to identify what an element is and the three major parts of an
atom’s structure.
• Assessment for this lesson will be The Pre-Assessment Questionnaire.
Anticipatory Set:
Pre Assessment Questionnaire (5 to 10 min) - Students will be administered a
six questionnaire that focuses on the goals of the unit. Topics covered in the
questionnaire will be: elements, compounds, mixtures, solutions, the periodic table of the
elements, the phases of matter, and physical vs. chemical change. Students will use their
previous knowledge to complete these questions and this pre assessment will help me
modify my future lessons.
Lesson Sequence:
• Intro to Chemistry (5 to 10 min) : Students will be asked to write down what
they think the words chemical chemistry mean. Students will then discuss what
they think the words means with their table mate followed by the teacher
administering the vocabulary for chemical and chemistry.
• History of the atom mini lesson (5 to 10 min)– Students will go through the
history of the atom from its conception to the modern model. This lesson will take
place with a lecture style presentation accompanied with drawings that the student
and teacher complete together (of the multiple atomic models). Terms that will be
discussed : Nucleus, proton, electron, neutron (and their charges)
32

• Size of the atom guess & check (5 to 10 min) –– Students will take a few minuets
to come up with a comparison of the size of an atom. Students will be told that a
hypothetical nucleus is the size of a marble. Their task is to determine how big of
a space the electrons would be orbiting around it (relatively the size of the Dallas
Cowboy Stadium). Students will estimate how many atoms are in each breath of
air that they breathe out. After the estimate is made and shared with the class the
real answer will be revealed.
• What is an Element? (5 to 10 min) – The examination of what an element really
is, getting down to atomic structure (its proton/electron balance and its neutrons)
Students will be shown an example of a hydrogen atom and how it differs from a
helium atom (if another proton is present). Emphasis will be stressed that the
number of protons determines the element. Students will also learn what a
molecule is (more than one atom of a substance) Another thing that will be briefly
mentioned will be isotopes (number of neutrons) Students will be shown that an
element is a substance that is made up entirely of one kind of atom.
• Can an element change form? (5 to 10 min) – Brief lecture on how there are
ninety two naturally occurring elements, however, there are one hundred ten
elements on the periodic table. Students will be asked how that is possible
• What is a Compound? (5 to 10 min) – Students will be asked if one naturally
occurring element can be changed into another naturally occurring element by
adding the elements together (an example Hydrogen + Helium = Lithium, not
possible). Once students have their answers they will be shown how when
different elements when added together don’t make other elements, but instead
compounds. Multiple examples of compounds will be given (water & methane)
and students will be shown how to determine which atoms are in the compound as
well as the amount of each atom in the compound
Closure:
• History of Chemistry (BBC): A Volatile History ( 10 to 20 min) – Discovering
the Elements: Youtube video (Part I and II – Time Permitting)
• Students will write down on a scrap piece of paper 1 interesting fact that they
learned from the video and one thing that they already knew
Differentiation: Meeting needs of individual learners
Differentiation for this lesson will take the form of pictures and diagrams within
the lecture. Students who need additional time can set up a time at lunch or after class to
meet with me about their inquiries.
Lesson Reflection
Lesson 1 – 3/8/2010
Lesson Title: Intro to Chemistry
33

Synopsis of what
happened:
Today was my first day taking over the entire day of
8th
grade chemistry by myself. It was somewhat daunting but
at the same time exciting and I think it went relatively well
for what I had planned. The one problem I have, at least in
this level of students is that I have five periods of the same
class, meaning the events of each get blurred together. Even
so, my first period class, which is my sample class, stood
out above the rest in my mind.
When I started my lesson I was very nervous,
meaning my actual body temp started rising and then falling
when I would speak and when I would let the students write
their notes. It annoyed me, but by the end of the day that
wasn’t an issue. I began the lesson with an anticipatory set
of the students writing down what they thought the word
chemical meant. A lot of them didn’t give me ank answer
when they were called on. Some said “I don’t know” and
others just shrugged. This class is first period and the
students are thirteen, so at this time in the morning I wasn’t
sure what to expect as a response from them. Someone
finally ventured out and said “a substance?” to which I
responded “Yes!” I then elaborated and gave definitions of a
chemical and chemistry to them.
After these terms were written down I moved my
lesson to the history of the atomic model. I had pictures of
many of the contributing scientists dating back to around
500BC. For each scientist I drew a picture of them, a crude
cartoon character, the date that they made their discovery or
finding, and their contribution to the atomic model. The
students seemed to like this portion of the lesson because
they got to draw while taking notes. I enjoyed this section of
the lesson because if used up around twenty min of my time.
In first and third period I re-drew the characters each time,
but realized that my hands were getting stained blue and
green from the overhead projector so after third period I
used the same drawings I had already completed.
From this I did an activity to get the students
thinking about the actual size scale of an atom. I asked them
if a nucleus of an atom was as big as a marble how big the
electron cloud around it would be. I received many answers,
some on the small side (golf ball, bowling ball) to some that
were even larger than expected (the moon, the state of
Texas). The real answer was “as big as the Dallas Cowboy
stadium” and the students were baffled. I explained that a
nucleus is so small, even with so much empty space
between the electrons that it still makes up all mater in the
world. I then asked them to then guess how many atoms that
34

a person breathes in each breath they take. The answers
were large (ten trillion, seventy billion) but the answer was
much larger (25 with twenty one zeros). The students
thought that was very interesting.
At the end of the class we went over some
vocabulary terms. The terms Element, Compound,
Molecule, and Isotope were introduced and explained.
Students took notes on how compounds were comprised of
different elements and the difference between a compound
and a molecule. At the very end of class I had around five
minuets to spare so I showed a video that I had found on
youtube about the history of chemistry from BBC. The
video is excellent and the students enjoyed watching it,
especially when the host of the video placed a steel bolt in a
beaker of mercury and it floated on the top.
What I learned about
teaching/ learning/
students/ self
Today I learned that my students were more
patient that I expected. I wasn’t sure if the students would be
respectful and on task the entire period if it was all note
taking, but the size comparison activities and the picture
notes helped alleviate some of that tension.
I learned that teaching doesn’t need to be super
stressful. In first period I was sweating because I didn’t
think I knew the material but I really just needed to relax
and let the students see that I’m really just a young man
who’s trying to learn how to teach. When I started loosening
up and relaxing more with the later periods I was a much
better response in their demeanor and their responses.
I learned that I need to be more comfortable with the
students. Acting tense makes them nervous and unsure if
they want to care or not, so being ready, alert and awake, as
well as knowing my material well will benefit the entire clas
in the end.
What I may have
missed:
In this lesson I think that I missed some more
interactive learning activities. However when I told my CT
what my lecture was about and how I was conducting it but
he thought that the activities and drawings were a good
change up and that the students would respond well.
What I anticipate about
student response
tomorrow:
I think that tomorrow will be great as long as there is
more than just note taking, which there is. The element flash
card activity isn’t the most exciting activity but it will get eh
students used to seeing the elements and their symbols.
Progress toward The lesson objective was met. The students were able
35

objectives: to name the different parts of an atom and how to
distinguish what an element is.
Adaptations for
tomorrow:
More activities, less notes, and a more relaxed
mental state on my part.
36

Lesson 2
Lesson Title: Periodic Table & Element Flash Cards
Unit Title/Topic: Elements and their labels
grade Science
Standards:
• Oregon Science : 8.1P.2 Explain how the Periodic Table is an organization of
elements based on their physical and chemical properties.
Materials:
• Pencil or Pen
• Paper
• Markers
• Students will be able to find and analyze multiple elements using the periodic
table of the elements and identify them through memorization.
• Assessment in this lesson will be in the form of an exit slip drill where students
will have to answer which element is derived from a symbol or in vice versa
order.
Anticipatory Set:
• Review of the Atomic Model warm up (5 min) – Students will review how atomic
structure (amount of protons/electrons) has a direct cause to what kind of element
a substance is. Students will also be asked about what an isotope of an element is
(number of neutrons)
Lesson Sequence:
The Elements
• The Elements (10 to 15 min) – This portion of the lecture is about the elements as
a group. Discussion on element symbols and their origins (some derived from the
name of the element, others stemming from the person who discovered it) as well
as a discussion on atomic mass (mass of protons and neutrons combined) and
atomic number (number of protons in an atom) will make up this section
37

• Periodic Table (10 to 15 min) – Students will be given a copy of the periodic
table that is in black and white. Students will then be asked a synthesis question
that ties into the pre assessment (which elements do you know & name their
symbols if you know them). Students will star the element symbols that they
know. After the starring is complete, students will be given another brief lecture
on the history of the periodic table (overhead or document camera might be used);
how it began to be arranged by patterns that scientists saw within the elements.
Students will then be asked to see if they can find any patterns within the periodic
table. After a few min of that students will then be asked what their patterns were.
Once student’s thoughts are presented the teacher will explain how columns and
rows in the periodic table are set up (periods and groups).
Element Flash Cards
• Element Flash Cards (25 to 30 min) – In this activity, students will create flash
cards for thirty three selected elements. Cards will include atomic mass, atomic
number, and element symbol on one side, and element name on the other.
Students will create and color these cards as creatively as they would like, and if
they complete this process early, then they will begin practice memorizing the
elements on their cards.
Closure:
• Element Exit Slip – Students will line up at the door and have to answer an
element name that the teacher asks them to leave. This will hold the students
accountable for staying on task the entire period
Differentiation will be in the modification of the Flash Card activity. Students will be
given a modified list of elements. One that is more pertinent to the chemistry quiz and
test.
Lesson Reflection
Lesson 2 – 3/10/2010
Lesson Title: The Periodic Table of the Elements
Synopsis of what
happened:
Today was a much better day as far as nervousness
went, at least until my supervisor came and completely
revised my lesson. In first period my lesson was much
different because of it too. I had my students guess where
the elements got their names from and gave them a few
minutes to think it over. They came up with peoples names,
states and planets which were all technically correct. I
broadened the categories to places, people, and Greek or
Latin origin, which I had them take notes on.
Next we discussed the origin of the elemental
symbols, the atomic number (new term), and the atomic
38

mass (another new term). To explain this I had an overhead
slide that displayed the elemental symbol for neon (Ne) the
atomic number (10) located above the symbol, and the
atomic mass (20) located below the symbol. I had the
students tell me where they thought the symbols came from
and they responded that they symbols were just letters in the
element. So I asked them about gold. Once they found gold
on the periodic table on the wall they said they had no clue
how it got its name. I then explained that a lot of the
elements had the first letter of the element in its symbol, but
there were also a lot hat had origins in Greek or Latin as
well. Au, standing for aurum, the Latin word for gold,
represented gold on the table. From there I explained what
atomic number was (# of protons in an element) and what
atomic mass was (proton plus neutron weight). One student
inquired why electrons were not added in, to which I
answered by explaining that electrons were even smaller
than protons and neutrons, making their weight so small that
it wasn’t even counted.
After out discussion on how to read individual
elements we discussed how to read the periodic table. I
explained how periods and rows worked, but Im not sure it
stuck. It also didn’t help that I confused the two. Two
students who had been looking at a chemistry book
corrected me, which was embarrassing, and we proceeded
on.
I then assigned them their element flash card project.
There were to use a list of 33 common elements and create
flash cards for them so that they can quiz each other. This
was easy to explain and proceeded without any distractions.
teaching/ learning/
students/ self
Today I learned that my students are really funny.
Today their conversations and interactions with me made
me laugh a lot. It was good to see their humorous side and to
interact with them on their own playing field. Not every
class I have in the day is like my sample class so it is good
to have them first thing in the day to try my lesson on and
work the kinks out.
I learned that teaching is easier when ones supervisor
isn’t watching. The entire time I was teaching I would see
my advisor writing notes and when I was corrected by my
own students I was needless to say, phased.
I learned that when I am calm my students respond
better to me. Remaining in that mentally controlled state
even if it is not authentic is just another means of classroom
management. I need to be able to have myself in this calm
39

state throughout the period regardless of who may be
watching me.
What I may have
missed:
After I consulted my supervisor I realized that having
the students reading a periodic table to search through
would be a better tool to use when having students just
guessing blindly about element names. Handing out a table
in the beginning of the lesson would give the lesson a lot
more depth and flexibility to move in different directions.
student response
tomorrow:
I think that student response will be normal
tomorrow. We will just be working on the flash cards and
playing a game for candy involving memorization of the
elements, so things should be great.
Progress toward
objectives:
The goal of analyzing the elements and being
able to identifying them by their name and symbols was
met.
Adaptations for
tomorrow:
I don’t think anything will needed to be modified
for tomorrow.
40

Lesson 3
Lesson Title: Flash Card Memorization
Unit Title/Topic: Learning the Elements
grade Science
Standards:
• Oregon Science : 8.1P.2 Explain how the Periodic Table is an organization of
Materials:
• Paper or Pen
• Markers
• Other decorative materials
• Students will be able to find and analyze multiple elements using the periodic
table of the elements and identify them through memorization.
• Assessment in this lesson will be in the form of an exit slip drill where students
will challenge the teacher in a contest of element memorization, however, some
students might not be assessed because of time.
Anticipatory Set:
• Element Symbol Recognition warm up (5 min) – Students will be given ten
random elements from their flash card list and be asked what their names are. The
teacher might also turn some into molecules and have students identify those
separately as well
Lesson Sequence:
• Elemental Flash Cards Cont. (25 to 30 min) – In this activity, which began
yesterday, students will create flash cards for thirty three selected elements.
41

Cards will include atomic mass, atomic number, and element symbol on one
side, and element name on the other. Students will create and color these cards
as creatively as they would like and when they complete this process they will
begin practice memorizing the elements on their cards
• Element Flash Card Practice/Drills (25 to 30 min)– When students are done
with their flash cards they will partner up and begin memorizing the elements
and their symbols. Students who are finding this to easy can attempt to
memorize the given elements atomic number and atomic mass
Closure:
• Quiz the teacher (5 min to 10 min) – I am going to memorize these elements
with the students (so I can easily check in with students during their work
time). At the end of the class period I will have students quiz me but with a
wager. For example a student could wager 5, meaning that they can quiz me
on five random elements, but in return I get to quiz them on five random
elements themselves. At different intervals there will be prize incentives
(candy) as well as if the teacher gets stumped.
• Differentiation in this lesson will take the place of a modified drilling activity.
I will have the students who are struggling with the concept of the assignment
and have them only learn the element and its symbol. Once to this point, then
a student can progress towards learning atomic number then atomic mass.
Lesson Reflection
Lesson 3 – 3/11/2010
Lesson Title: Element Flash Cards
Synopsis of what
happened:
Today’s lesson was pretty simple. After an
anticipapatory set of recognizing element symbols I had the
students continue creating and practicing their elemental
flash cards. There was a little bit of confusion with what
needed to be on the flash cards, mainly the symbol and the
element name being on opposite sides of the cards but other
than that today’s lesson went very smoothly.
There was one part of the lesson that went really
well. It was a game that I created where students could try to
stump me in naming elements or their symbols. Each round
they were able to quiz me on five at a time. Each time I was
stumped, they earned a piece of candy. After they had their
chance to stump me, I got to quiz them on three of their
symbol/element combos. If they got all of them right, then
they earned a piece of candy. A lot of students participated
in this during first period and a few even stumped me!
42

teaching/ learning/
students/ self
To be honest, I don’t think I really learned anything
about teaching today. Its not that I didn’t teach, but today
was just a continuation of yesterday. I was more of a
facilitator than a teacher today but that is another part of
being a teacher that is important to master as well so it was a
good experience.
Today I learned that learning is fun when a game is
involved. Today I was stumped by a student twice in a row
and I immediately made a very conscious effort to
remember those elements so that I wouldn’t get stumped
later in the day… and I didn’t. Sometimes getting beaten is
even more effective than winning.
Today learned that my students, at least in first
period, are pretty self motivated. I just gave them
instructions and they took to their assignment. As the
facilitator I had to occasionally lead them back on task when
they were straying, but for the most part they were great.
Today I saw myself really opening up and getting to
know my students as a real teacher as opposed to a guy who
just participates in the back of the room. It was really a great
experience to feel like a real teacher.
What I may have
missed:
Today I think that having every student required
to play the game I created would have been beneficial. It
would be a good formative assessment to see where the
students lied in their knowledge of the elements
student response
tomorrow:
The student response should be alright tomorrow,
however we have a strange schedule and we will be in the
library using laptops so the dynamic will be completely
different.
Progress toward
objectives:
The objective for this lesson was met and the
students really began showing that they knew the symbols
for the elements.
Adaptations for
tomorrow:
Tomorrow’s lesson will be very different so being
flexible will have to be my biggest adaptation.
43

Lesson 4
Lesson Title: Adopt an Element / Research Day
Unit Title/Topic: Research on the Elements of the Periodic Table.
grade Science
Standards:
• Oregon Science: 8.1P.1 Describe the atomic model and explain how the types and
arrangements of atoms determine the physical and chemical properties of
• Oregon Science: 8.1P.2 Explain how the Periodic Table is an organization of
Materials:
• Pen or Pencil
• Paper
• Laptop computer for research (provided via library)
• Element Report Handout (provided)
• Students will be able to search and discover elements using the periodic table
of the elements as well as separating compounds to their separate elements.
• Assessment in this lesson will be done by a quick check of the lab handout at
the end of the period to make sure students have utilized their time well.
Anticipatory Set:
44

• Elements in the Compound Warm Up (5 min) – Students will identify
elements vs. compounds. Students will also practice identifying different
atoms and their amounts within compounds.
Lesson Sequence:
• Periodic Table/Element Report Part I (40 to 45 min. (5 to 10 min explaining
the first step of the project, 30 to 40 min in the library) – Students will be
assigned a random element from the periodic table by a random drawing from
a hat and will be given a lab handout. This handout will have some essential
questions about the student’s element which they will complete by the end of
the period. Students will be taken to the library for a day of research on their
element while they use their worksheet to guide their search.
Closure:
• Lab Handout Check (5 min)– Students will each show me their completed
lab handout before they leave the library showing that they have researched
their element and used their time wisely.
• Differentiation in this lesson will come in the form of individual help while
students are working on their element project.
Lesson Reflection
Lesson 3 – 3/11/2010
Lesson Title: Element Flash Cards
Synopsis of what
happened:
Today’s lesson was pretty simple. After an
anticipapatory set of recognizing element symbols I had the
students continue creating and practicing their elemental
flash cards. There was a little bit of confusion with what
needed to be on the flash cards, mainly the symbol and the
element name being on opposite sides of the cards but other
than that today’s lesson went very smoothly.
There was one part of the lesson that went really
well. It was a game that I created where students could try to
stump me in naming elements or their symbols. Each round
they were able to quiz me on five at a time. Each time I was
stumped, they earned a piece of candy. After they had their
chance to stump me, I got to quiz them on three of their
symbol/element combos. If they got all of them right, then
they earned a piece of candy. A lot of students participated
in this during first period and a few even stumped me!
teaching/ learning/
To be honest, I don’t think I really learned anything
about teaching today. Its not that I didn’t teach, but today
45

students/ self was just a continuation of yesterday. I was more of a
facilitator than a teacher today but that is another part of
being a teacher that is important to master as well so it was a
good experience.
Today I learned that learning is fun when a game is
involved. Today I was stumped by a student twice in a row
and I immediately made a very conscious effort to
remember those elements so that I wouldn’t get stumped
later in the day… and I didn’t. Sometimes getting beaten is
even more effective than winning.
Today learned that my students, at least in first
period, are pretty self motivated. I just gave them
instructions and they took to their assignment. As the
facilitator I had to occasionally lead them back on task when
they were straying, but for the most part they were great.
Today I saw myself really opening up and getting to
know my students as a real teacher as opposed to a guy who
just participates in the back of the room. It was really a great
experience to feel like a real teacher.
What I may have
missed:
Today I think that having every student required
to play the game I created would have been beneficial. It
would be a good formative assessment to see where the
students lied in their knowledge of the elements
student response
tomorrow:
The student response should be alright tomorrow,
however we have a strange schedule and we will be in the
library using laptops so the dynamic will be completely
different.
Progress toward
objectives:
The objective for this lesson was met and the
students really began showing that they knew the symbols
for the elements.
Adaptations for
tomorrow:
Tomorrow’s lesson will be very different so being
flexible will have to be my biggest adaptation.
46

Lesson 5 (Original Lesson Plan)
This lesson was not used in my work
sample
Lesson Title: Element Report Cont.
Unit Title/Topic: Continuation of the Element Report
grade Science
Standards:
Materials:
• Pencil or pen
• Paper
• Any miscellanies supplies a student could use for a report such as books and
outside resources.
• Students will be able to search and discover elements using the periodic table of
the elements as well as separating compounds to their separate elements
47

• Assessment in this lesson will be in the form of the students finished (or nearly
finished) element mini poster (At this point it will be a progress check on how
their project is looking and a check in to see where each student needs to go).
Anticipatory Set:
• Compound Breakdown warm up (5 min) – warm up involving breaking down
compounds into their separate atoms. Students will also be introduced to the
concept of multiple molecules (example – CO2, and 2 CO2, showing two
molecules of CO2).
Lesson Sequence:
• Periodic Table/Element Report Part II (30 to 40 min) – This portion of the
assignment is when students use their lab handout from the day before to
create a mini poster (a piece of 8” by 11.5” printer paper) for their element.
Students will Draw the chemicals symbol, its atomic mass, and its atomic
number on the one side of the paper (just like their flash cards) but this time
they will get creative and have time to draw and decorate their poster with
information that is relevant to their element (ex. Calcium – Ca, atomic #20,
atomic mass 40, and drawings of a glass of milk and a skeleton – showing
where this element if located and used). On the other side of their poster the
students will write the full name of their element and transfer their
information from the questions on their lab handout and write each as a
sentence. Students will be given most of a period to work on their report of
their element in the classroom. Some craft materials will be given for students
to create their mini poster
• (History of Chemistry (BBC): A Volatile History – Discovering the
Elements – Youtube video Part III or IV if needed – 10 min)
Closure:
• Students will prepare for their short presentation in the next day by practicing
their speech with other students.
• Differentiation in this lesson will come in the form of individual help while
students are working on their element project.
Lesson 5 (Actual Lesson)
Lesson Title: Element Report / Periodic Table Creation
Unit Title/Topic: The Periodic Table of the Elements
48

grade Science
Standards:
Materials:
• Pencil or a pen
• Paper
• Element Project handout
• Students will be able to search and discover elements using the periodic table
of the elements and will be able to recognize multiple elements that they have
previously learned.
• Assessment in this lesson will come in the form of the students brief
presentations on their element.
Anticipatory Set:
• Element Symbol Recognition (5 to 10 min) – Students will be given element
symbols or element names and then be asked to name the element or element
symbol that each question represents. The teacher might also turn some into
molecules and have students identify those separately as well
Lesson Sequence:
• Periodic Table/Element Report Part III (25 to 35 min) - Students will bring
and briefly present their element to the class. This won’t be a formal speech
but instead will be a 2 minute summary of what they found about their
element and an explanation of their mini poster. – Time will depend on the
period
• Periodic Table Creation (10 to 15 min) – Students along with the teacher will
find a large blank spot on the wall and begin construction of a giant periodic
table. This will not only display students work but also serve as a Periodic
table to look at for their final test. The periodic table will be comprised of the
student’s mini posters and will be displayed for the rest of the chemistry unit
• (History of Chemistry (BBC): A Volatile History – Discovering the Elements
– Youtube video Part III, IV, or V if needed – 10 min +
49

Closure:
• If you had the choice… (exit slip) – Students will write a brief statement about if
they had gotten to choose the element that they did their report on, which element
it would have been and why.
• Differentiation in this lesson will come in the form of a modified presentation.
Students who do not wish to come to the front of the class can stay where they are
and students with language barriers can either have a translator assist them or come in
after school and complete it in private, if that makes them more comfortable.
Lesson Reflection
Lesson 5 – 3/15/2010
Lesson Title: Element Report Continued
Synopsis of what
happened:
Today’s lesson was another day where I became
more of a facilitator than an instructor. On Thursday of last
week (because of a shortened week of school for grading), I
took my students to the library to begin a research project
where students were assigned a random element on the
periodic table of the elements which they had to do some
simple research on. Over the weekend I thought of how I
could modify the activity so that the students could actually
turn in quality work with the limited time they had to do
research in the library. I decided to cut the activity a day
short but extend the due date till the 19th
, which is the Friday
of this week. That would leave two class days for research
but still give the students ample time to complete their work
outside of class. My tenth day of my work sample will then
be a review day on the Monday the students and teachers
return from spring break which is the 29th
of March.
When I began class today I made the announcement,
once again, that there would be a quiz when the students
returned from spring break and then moved into the warm
up. As usual this took place with no problems. From there I
explained to the class what I was looking for on the second
portion of the project and when it was due (Friday). I had
created an example using the element sodium, showing a
salt shaker pouring out the symbol and the atomic number
from it. I also showed the elements name, and its atomic
mass as well as a creative piece (the salt shaker) to show
what this element really is and what it is used for in the lives
of mankind. I told them at the very least, have the atomic
mass and number, the elements symbol, and its name, along
with a creative piece that explains where the element is
50

located, what it used for, or any other useful information
about it.
I then turned the student’s eyes towards the five
classroom laptops that were on and connected to the
internet. I told students if they were not complete in their lab
sheet, a handout that explained the assignment and had
questions about the element, to complete their research on
the laptops. I did put out the disclaimer that students might
want to work with another person on the laptop just so that
more than one person could use the computer at a time and
that their research could happen more quickly.
I then had the students turn their attention to a pile of
craft supplies that they were to use to create their mini
poster. I told them to make sure that the materials were put
back when it was over and also that the students needed to
align their poster in a vertical format so as to make the
whole table uniform. I then asked if the class had any
questions and was surprised when no students had any
inquiries. I then let the students work on their projects.
Some students began to finish a lot earlier than I
expected but I had them practice their element flash cards
and work on other homework instead. Only a few students
finished today so I’m hoping that I get the rest throughout
the week and not all on Friday.
teaching/ learning/
students/ self
Today I learned that my students in my sample
class, if left alone and with their peers, can work well and
cooperate without any major dissention amongst them. As
long as the groupings of students who have issues with each
other are separated, nothing eventful happens at all. No
complaints here.
I learned that learning can take a simple project and
make it into a non linear learning experience. Some of the
students had to stretch their minds to come up with ideas for
their element posters. Some decided to use where their
element was found on earth, while others used the elements
practical uses as their inspiration. While doing this they had
to come up with creative interpretations for these aspects of
their elements and it was fun and interesting to see where
their thought process was and then having me help it along
if it was stuck.
I learned later in the day that teaching is a lot of
repetition, but in this case, better rehearsed repetition. While
in 6th
period, I was a lot better to call out potential hang-ups
that students might have because I’d seen four other class
periods complete the same assignment. There is just certain
things that come with the experience of the day that my
51

sample class does not get to benefit from. I wonder what
period gets the optimum amount of actual guidance in the
assignments when I’m teaching because of the time frame I
work in.
Today I didn’t learn much about myself as a teacher.
I didn’t feel today was a hard day but I did feel it was
repetitious and sort of boring. I was thinking that if all my
assignments were this dull, I bet I would complain about
them more than the students. I really need to come up with
creative and interesting assignments so that my students stay
engaged and that I don’t bore myself as well.
What I may have
missed:
What may have been missed today would be more
structure or more substance. Today was just a work day for
the project, but having something for early finishers besides
practicing the element flash cards would have been great.
student response
tomorrow:
Tomorrow I think student response is going to be
very high because of the demonstration and lab we are
running. It should be very exciting and fun to see.
Progress toward
objectives:
Students continued their research and their warm
up consisted of breaking down compounds into their
separate parts. I feel the objective was met.
Adaptations for
tomorrow:
Tomorrow I will not be running my planned
lesson 6.
Lessons 7, 8, 9 and 10 will become lessons 6,
7, 8, and 9.
52

Lesson 6
Lesson Title: In the Mix
Unit Title/Topic: Mixtures & Solutions
grade Science
Standards:
• Oregon Science: 8.2P.1 Compare and contrast physical and chemical changes and
describe how the law of conservation of mass applies to these changes.
Materials:
• Pencil or Pen
• Paper
• Lab handout
• Scale
• Plastic Bags
• Home Made Trail Mix
• Students will be able to identify the different types of mixtures as well as classify
each individual part along with its weight, within the mixture.
• Assessment in this lesson will come in the form of the lab handout form that each
student will receive.
Anticipatory Set:
53

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