UbD Pacing Calendar

Monday Tuesday Wednesday Thursday Friday

Finish up atomic

structure unit.

Informal pre-assessment

(Three Corners) to assess

prior knowledge of

structure and properties

of matter. Evaluate

results and modify lesson

plans to differentiate for

learners.

1

2 3 4

5

Paint swatches

Inquiry-based activity,

discussion, and cooperative

learning groups.

As students come in to class

have them write a response to

Flash cards

Inquiry-based activity,

discussion, and cooperative

learning groups.

Give each group of 3-4

students a set of 18

Chemical Properties

Lecture PPT:

Mass

# of electrons

# of neutrons

# of protons

Patterns and trends

Lecture PPT:

# shells

Atomic radius

Families/groups

Historical short story

(Mendeleev)

Inquiry-based activity,

discussion, Think Pair

Share

Have students write a

the question Why do we organize things?

As a class discuss the students responses to this question

Further the discussion to more

explicit discussion about

scientists by asking Why do scientists organize things?

Have students organize paint

samples in a way that makes

sense to them.

As students are working walk

around and ask questions

about how they are organizing

their chips.

As students work some may

notice that they are missing

chips. If students make this

connection ask them

questions about how they

know they are missing them

and challenge them to find

out as much as they can

about the missing pieces.

After students have made

their organizational systems

have a discussion about the

usefulness of having a

common system to use.

Direct conversation toward a

more explicit discussion of the

Nature of Science.

flashcards.

Let them discover patterns

for themselves to introduce

them to the idea of trends

occurring within the

periodic table.

Move around the classroom

from group to group asking

how they are organizing the

cards.

Discuss how they went

about organizing the index

cards, listing their ideas on

the board.

Ask about the benefit of

organizing things and

similarities to paint tabs.

Discuss.

Why do scientists categorize and organize

things? Discuss.

Hand out a copy of the

periodic table to each

student. Have students

discuss similarities between

the system they developed

and the periodic table. List

ideas on the board.

Have students discuss what

changes, if any, they would

make to their systems that

would be supported by the

periodic trends?

Discussion

Patterns and Trends:

Atomic #

Mass

Non-linguistic

representation:

Hand out graphic

organizer (six section

table/blank for

drawings/ three on

each side).

Draw a representation

of each periodic trend

discussed for a total of

two trends. They should

use their imaginations

and be creative. They

will keep these

drawings in their

folders (expectations

already set that folder

must be brought to

class every day and

be used to store

important papers).

Introduce Element

project:

Class time to

research

characteristics

of an element.

Pass around

element sign-up

sheet, rubric

and assignment

sheet/checklist.

Non-linguistic

representations:

Draw a

representation of

each of the periodic

trends discussed.

Students should add

these to their graphic

organizers from the

day before to have a

total of five drawings.

They should use their

imaginations and be

creative. These

drawings will be kept

in their folders once

again.

response to the question

Why is it important to learn about how

science is done?

Discussion about how

science applies to them

in their daily lives and to

society.

Model for students how

to set up a double entry

journal in their

notebooks.

Students read A Puzzle with Many pieces article. (Interrupted story

format)

Think Pair Share: What were some of the main

ideas in what you just

read? How does what

Mendeleev is doing

relate to what you know

about how science

works?

Discussions should

elaborate on how

Mendeleevs work was like that of modern

scientists and the

students.

Explicit questions and

discussions about NOS

should be included

throughout the article.

Ask students about the

tentative, but durable

nature of science in relation

to their experiences

organizing the paint

samples and index cards.

Discuss as a class.

Write a summarization of

their discussion as an exit

slip to collect as

formative assessment.

6 7 8 9 10

1.

Valence electrons

& Lewis-dot structures

Demonstration:

Gradually release responsibility

to students.

Demonstrate how to

determine the number of

valence electrons an atom

has.

I do: Model how to draw a Lewis-dot structure.

We do: Draw another Lewis-dot structure, asking students

for each step.

You do: PowerPoint slide with list of elements for

students to work

independently practicing

drawing Lewis-dot structures.

Electronegativity

Collaborative Learning

Put the symbols for a row of

elements on the board:

Li Be B C N O F Ne

Have the green stickers

(students with a green

sticker on their corner of the

desk; each student in a

group has a different color)

go up and complete a

Lewis-dot structure for one

of the elements on the

board. (If there arent at least 8 students, do the

remaining elements as a

class).

Inquiry and Discussion:

Ask about and discuss how

a stable atom has a full

octet of electrons.

Covalent & Ionic

bonds

Non-linguistic

representations:

Review

electronegativity:

Have students add

drawing to represent

this trend to their

periodic trend

representations they

drew last week. The

graphic organizer

should contain six

drawings now. Collect

the graphic organizers

as a formative

assessment.

Play video of covalent

and ionic bonding

https://www.youtube.c

om/watch?v=LK2fIn_U

0MY

Scavenger hunt

Entrance Slip:

Have a question written on

the board before students

enter the classroom:

What patterns do we see occurring within the

periodic table?

Discussion

Discuss the question as a

class listing patterns on the

board.

Leave the student

generated list of patterns on

the board as they engage

in an application activity

that requires them to make

connections to their prior

knowledge.

Hand out the Periodic Table

Research element

Student-led

investigation:

Students have the class

period to work on their

projects.

They should be finishing

up their research and

have collected

information specific to

the element of their

choice.

The sign-up sheet was

passed around last week

and students wrote their

name next to the

element of their choice.

Computers will be

available to assist them

in their investigations.

Collect performance

assessment.

Discussion: atoms want to

be stable. Using the Lewis-

dot structures on the board

as a model, ask about each

of the elements and how

many electrons they would

need to have a full octet.

For each element: would it

be easier to gain or lose

electrons to get to a full

outer shell?

Show the trend of

electronegativity increasing

from left to right across the

periodic table (and the row

of elements on the board).

How good an atom is at

stealing electrons increases

from left to right.

Discuss stable vs. unstable

atoms in relation to the

electronegativity periodic

trend.

Demonstrate:

Put a copy of the

periodic table on the

projector. Highlight the

metals and the

nonmetals two

different colors. Have

students do the same

on their periodic

tables.

Lecture:

Two nonmetals

share electrons

to form a

covalent bond.

(give examples)

A nonmetal and

a metal transfer

electrons to

form an ionic

bond. (give

examples)

Exit Slip:

What is the difference

between covalent

bonds and ionic

bonds? Give examples

using Lewis-dot

structures.

Scavenger Hunt List and

blank periodic table for the

26 elements on the list. Put

up a PowerPoint slide

containing the periodic

table for reference as well.

Demonstrate:

Model the first unknown

element on the list.

Do the second together as

a class.

Have students work in

groups to complete the

blank periodic table,

putting the name of the

element in parenthesis.

Questioning

As students are working on

this project, the teacher

should be moving from

group to group

encouraging active mental

engagement.

What would happen if you? What are you noticing about.? Most of you think. why do you think that is?

Collect the completed

tables as a performance

assessment.

Students have a

checklist of information

to find in addition to

curiosity-driven findings.

The checklist correlates

with a rubric for their

performance.

Work on visual aids for

presentation. More

drawings than words.

Non-linguistic

representation:

Represent

characteristics of

element through

drawings.

11 12 13 14 15

1.

Double-Bubble Time

Thinking Map:

Model how to construct a

double-bubble map

Have directions on a

PowerPoint slide, and leave it

up for students who need a

reference. Hand out poster-

paper.

Collaborative Learning:

Students will work in pairs to

create a double-bubble map

comparing/contrasting their

elements. This will be a visual

aid for their presentation.

This should clearly represent

periodic trends

Preparation for presentations

Project Presentations

Performance assessment

Pairs of students will be

presenting each of their

elements and the

comparisons/differences

between the two.

Trends of the periodic table

will be addressed as well as

element-specific

characteristics.

Visual aids: Double-bubble

map and representations of

characteristics from

research.

Project Presentations

Performance

assessment

Pairs of students will be

presenting each of

their elements and the

comparisons/differenc

es between the two.

Trends of the periodic

table will be addressed

as well as element-

specific

characteristics.

Visual aids: Double-

bubble map and

representations of

characteristics from

research.

Review

Carousel Brainstorming

Chemical Properties

Patterns and Trends

Drawing Lewis-dot

structures

Mystery elements

Write each topic at the top

of a piece of chart paper at

each station.Assign groups

of 3 or 4 students to each

station. Have them discuss

the station concept and

write everything theyve learned about the topic on

the chart paper with

colored marker unique to

their group.

Have them rotate to next

station, read next concept

and what others have

written, discuss, and add

information. Continue this

process until each group is

back to their original station.

Have students do a gallery

walk to record useful

information.

Summative Assessment

Selected response, short

answer, extended

answer, and

performance

(Link for exam and

answer key provided in

Stage 2)