MODULES 3: PLANNING FOR INSTRUCTION – A LESSON PLAN
Your Lesson Plan will be informed by: Module 1 - Needs Assessment, Stage 1: Desired Results and Module 2 - Stage 2:
Assessment Evidence, and Stage 3: Learning Plan Major Activities
LESSON PLAN
Lesson Overview with Rationale and Purpose: Summarize the lesson content. Give the rationale for WHY you
are teaching this lesson and why you chose to teach it this way.
Lesson Overview: This lesson introduces students to molecules and compounds and the similarities and
differences between the two. This lesson is challenging for students because it requires them to be able to
tell the difference between an atom, element, compound, and molecule.
The lesson begins with completing the definitions for element, atom, molecule, and compound. The
worksheet is a fill in the blank worksheet that looks like this:
Once students complete the definitions, they will complete a sorting activity on their own that will be
reviewed as a group.
Once students complete the sorting activity, we will have a whole group discussion about why students
sorted the illustrations the way that they did.
Once students have completed the sort, students will complete a Venn Diagram activity where they are
required to build their own molecules and compounds. See below:
To assess students on their understanding of the lesson, students will take a multiple-choice assessment
with a short-answer question at the end.
Rationale and Purpose: This lesson meets the NGSS standard MS-PS1-1: Develop models to describe the
atomic composition of simple molecules and extended structures.
My purpose for teaching this lesson is to meet the NGSS standards. I choose to teach this lesson because it
is necessary information for students to understand before learning more complex chemistry. This is a 6th
grade lesson and so it is very basic, however it provides students with essential information that they need to
differentiate between atoms, molecules, and compounds. Understanding the difference between molecules
and compounds allows for future instruction on ionic bonds in later grades.
Prior Knowledge: What prior content knowledge do you expect students to have and how will you build upon this
knowledge? What prior units of study and lessons are foundational to this lesson? (For example, what activators will
you use?) You should provide an assessment of this prior knowledge.
This lesson is at the very beginning of Unit 2. The only information that students will have before this is the
composition of the atom, and how to determine how many protons are in an atom based on the element card
in the periodic table of elements. Other than this information, students have not been exposed to these
concepts. They have little knowledge about the structural composition of atoms, molecules, and compounds.
The only concrete information that they have about chemistry is the three states of matter.
Prior knowledge of these concepts were assessed when giving students the pre-assessment, given two
lessons prior. Based on student’s responses on this assessment, it was determined that this lesson was
necessary for students before moving on.
Learning Objectives: Drawing on Stage 1 Desired Results - What enduring understandings, essential questions,
knowledge, conceptual understandings, and skills will be developed in this lesson? Which processes and/or practices
do you expect your students to engage in and demonstrate during the lesson? These should be measurable and
bulleted.
Students will: Differentiate between atoms, elements, and compounds in order to create models and
describe differences and similarities between each.
Enduring Understandings:
How to differentiate between atoms, molecules, and compounds.
How to create models of molecules and compounds.
How to sort models of atoms, elements, molecules, and compounds.
Essential Question:
How to atoms combine to create new substances?
Knowledge, Conceptual Understandings, and Skills Learned in this Lesson:
How to sort atoms, elements, molecules, and compounds,
How to utilize a Venn Diagram to create models of compounds and molecules and to categorize
them appropriately.
How to apply understanding of compounds and molecules in order to state the differences and
similarities between the two.
How to classify compounds, molecules, and atoms into the various different categories they belong
to.
Engagement/Motivation: What prior knowledge do the students need to do the lesson? How will you activate that
prior knowledge/orient the students’ thinking? Time: Exactly how will you use the first five minutes of the lesson?
Students need to know that molecules and compounds are made up of atoms. A quick review of the
structure of an atom and the periodic table will be given. In addition. Students will listen to “The Periodic
Table Song” uploaded by AsapSCIENCE. The song is a quick review of the elements and what they are
used for. Although it is not completely relevant or necessary for the lesson, it gets students pumped up to
learn more about elements and chemistry in general.
Lesson Development Instructional Sequence: What specific activities, investigations, problems, questions, or
tasks will students be independently and/or collaboratively? The following should be included at some point in the
lesson: (1) Direct Instruction, (2) Guided Practice, (3) Independent Practice, (4) Questions, (5) Explanations, (6)
Ongoing Formative Assessment (7) A rubric if it would be useful to support student understanding of task requirements
and teacher evaluation of student work, (8) Differentiated instruction and activities in face-to-face and flipped learning or
distance environments to address the needs of student groups identified in your Needs Assessment; (9) Differentiated
integration of technology, (9) Add or adapt a UDL Learning Tool or an idea gleaned from the CAST.org web site
Important: Activities, investigations, problems, questions, or tasks may take place in face-to-face and/or flipped or
distance learning environments.
Instructional Procedures Description (activities, investigations, problems, questions, or tasks students will tackle
independently and/or collaboratively)
The first activity that students will engage in is a quick review of the structure of the atom. Following this
activity, students will open their student notebook (digital or physical) and complete a vocabulary page that is
fill in the blank with a word bank. This activity will be completed with students so that definitions are clarified.
Terms covered on this page are “element”, “atom”, “molecule”, and “compound” There will be illustrations
included with each of the vocabulary terms.
Face-to-Face Learning Environment Flipped Learning Environment or Distance Learning
Environment
-Students are given a vocabulary worksheet -Students will access resources on Schoology that give
that they will add to their science notebooks. background knowledge on molecules and compounds.
-They will follow along with the teacher while Content includes:
- A short reading about the difference between the
the teacher completes a copy of the worksheet
molecules and compounds
that is projected onto - A video explaining the differences and similarities
between molecules and compounds
- Visual illustrations/models of molecules and compounds
for students to use for comparison
Options for Differentiation Options for Differentiation
- Students will be given a copy of the - Students can use the immersive reader feature in
vocabulary sheet with some of the words Microsoft word by copying and pasting the short reading
already included in the definition to limit the into a word document and clicking on “immersive reader”
- Information is provided by using both videos and
amount of writing/dragging and dropping that
illustrations which meets UDL checkpoint 7.2 – “Optimize
students need to do. relevance, value and authenticity” by providing information
- Providing students will illustrations and a in an age appropriate manner.
word bank is also differentiation. When looking
at UDL, these strategies “optimize relevance,
value, and authenticity” (checkpoint 7.2)
because providing illustrations and a word
bank is appropriate for students in 6th grade.
Options for Technology Integration Options for Technology Integration
-Student notebooks can be delivered to The flipped classroom approach is fully based on student’s
students via google slides. ability to access technology at home. Therefore, all of the
-Students can drag and drop missing terms content provided for the flipped classroom approach are
instead of hand writing the terms. technologically integrated.
-Providing these materials digitally allows
students to access the content at any time
Instructional Procedures Description - Add additional rows as required.
Directly following the definitions activity, which is
teacher directed, students will sort illustrations of
elements, atoms, molecules, and compounds using the
page provided below:
In the example pictures above, all of the illustrations have already been sorted. Prior to sorting, all of the
images were located to the left side of the page for students to drag and drop. The images repeat in order to
demonstrate to students that a molecule is an element as well as a molecule, and that a compound is also a
molecule etc.
This page could be provided to students digitally and on paper. If provided to students on paper, they can
cut out the images and sort them on their worksheet. Digitally, students will drag and drop the images where
they think that they fit.
Students will complete this activity independently and then it will be reviewed as a whole class.
Face-to-Face Learning Environment Flipped Learning Environment or Distance Learning
Environment
Students can complete this page on paper by -Students will access resources on Schoology that give
cutting, sorting, checking, and then pasting. background knowledge on molecules and compounds.
This page would then go into their science Content includes:
- A short reading about the difference between the
folders for future reference. However, due to
molecules and compounds
the structure of virtual teaching, I would - A video explaining the differences and similarities
provide this activity to students so that they between molecules and compounds
can complete it digitally. It would allow them to - Visual illustrations/models of molecules and compounds
access the content, regardless of whether they for students to use for comparison
are in the classroom. This page would follow
the definitions page in their student notebook.
If in the classroom, I would circulate around
the classroom to formatively assess student
understanding. Once I have clarified student
misconceptions, and provided additional
instruction to students in need, I would have
students share their work with the whole class
and explain their reasoning for why they sorted
the illustration or model where they did.
Options for Differentiation Options for Differentiation
-Students can work in a small group with the - Students can use the immersive reader feature in
teacher or a para-educator to sort the objects. Microsoft word by copying and pasting the short reading
-Students will be prompted to use their into a word document and clicking on “immersive reader”
- Information is provided by using both videos and
vocabulary sheet and to look at the illustrations
illustrations which meets UDL checkpoint 7.2 – “Optimize
included to help sort the illustrations they were
relevance, value and authenticity” by providing information
given.
in an age appropriate manner.
-This activity incorporates UDL checkpoint
(1.1) “Offer ways of customizing the display of
information” by proving the chart and simple
illustrations for students to sort instead of just
words.
Options for Technology Integration Options for Technology Integration
-Students can complete the notebook page The flipped classroom approach is fully based on student’s
digitally and sort the images using click and ability to access technology at home. Therefore, all of the
drag rather than cutting and pasting. content provided for the flipped classroom approach are
technologically integrated.
-Students can access their vocabulary page by
tabbing back to this page.
-Students can revisit the article, illustrations,
and videos uploaded on Schoology.
*Rubric (provide link if you used a rubric builder) Rubric
Formative data for this activity will be collected by walking around the classroom or by viewing student’s
student notebooks on Schoology. I will keep a clipboard or a google sheets page to mark down student’s
scores in order to determine who requires addition instruction in a small group setting, or in an alternate
google meet for additional instruction.
Rubric:
Instructional Procedures Description (activities, investigations, problems, questions, or tasks students will tackle
independently and/or collaboratively)
Before moving on to the summative assessment students will complete a final activity in their student
notebook. This activity is more effective when completing digitally because that “atoms” can be color coded
and sorted by color. This assignment will be more difficult on paper because students would have to label
the atoms that they are sorting by using colored pencils or element abbreviations from the periodic table of
elements.
The activity requires students to create their own compounds and molecules using a Venn Diagram. The
purpose of this assignment is for students to visually see why all compounds are molecules, but not all
molecules are compounds. See completed student page below:
After students complete this page
there will be a discussion about why a
Venn Diagram can help us see the relationship between molecules and compounds and how they are
related to one another.
Face-to-Face Learning Environment Flipped Learning Environment or Distance Learning
Environment
-This assignment is best to be completed virtually, as -Students will access resources on Schoology that
the atoms can be color coded, which makes it easier give background knowledge on molecules and
to see the difference between molecules and compounds. Content includes:
compounds. - A short reading about the difference between the
-If in a face-to-face learning environment, I would still molecules and compounds
utilize this page in the student notebook - A video explaining the differences and similarities
between molecules and compounds
- Visual illustrations/models of molecules and
compounds for students to use for comparison
Options for Differentiation Options for Differentiation
-Students can work in a small group with the teacher - Students can use the immersive reader feature in
or a para-educator. Microsoft word by copying and pasting the short
-One example can be given to students to help them reading into a word document and clicking on
get started with creating their own molecules and “immersive reader”
compounds - Information is provided by using both videos and
illustrations which meets UDL checkpoint 7.2 –
“Optimize relevance, value and authenticity” by
providing information in an age appropriate manner.
Options for Technology Integration Options for Technology Integration
But providing the student notebook in a digital The flipped classroom approach is fully based on
format, it inherently integrates technology student’s ability to access technology at home.
Therefore, all of the content provided for the flipped
classroom approach are technologically integrated.
Closure: Tie the lesson back to the essential question. How will you connect ideas that were introduced in the lesson?
How will your foreshadow the content for the next lesson? What homework/follow-up activities are needed? Plan for
them and how you will deliver them to the students.
At the end of the lesson I will refer back to the essential question: “How do atoms combine to create new
substances?” If in the classroom students would write their responses on a sticky note and post this by the
essential question. If completing this lesson online, I would open a google jam board and ask students to
complete the same activity. The google jam board would have the same question and students would use
the sticky notes feature to write their answer.
We would then have a conversation about how molecules do not create new substances, but that
compounds do because they are two or more atoms that are chemically bound. I will refer to the definitions
page, the sort, and the Venn Diagram. We will also have a discussion about why all molecules are
compounds, but why all compounds are not molecules. I will refer back to the Venn Diagram sorting activity.
Debriefing and Next Steps: Connect new knowledge to existing knowledge and future knowledge. How will
students report their findings? How will you summarize and conclude the lesson?
This is the beginning of a unit, therefore the only connection that I will be making to the prior lesson on
atoms is that all molecules and compounds are made of atoms. I will also discuss that all atoms are
individual elements that can be found on the periodic table of elements. I will then relate this to what they
learned about compounds and the essential question by explaining that compounds are made of atoms and
when different atoms bond they become new substances.
Formative/Summative Assessment - Evidence of Success: How will you pre-assess; assess how students
are progressing by using formative/summative assessment? How will you assess what they produce or do? Is there a
provision for student self-reflection or self-assessment? Assessment should be aligned to stated
standards/indicators/skills. What exactly do you expect students to be able to do by the end of this lesson, and how will
you measure student success? How are you going to ensure that all students got what they needed out of this lesson?
How will you know who understood what? That is, deliberate consideration of what performances will convince you
(and any outside observer) that your students have developed a deepened and conceptual understanding? Important:
Assessments may take place in flipped or face-to-face or distance learning environments.
Formative Assessment (Individual) – Sorting activity of elements, atoms, molecules and compounds
Students will be formatively assessed on their ability to sort atoms, elements, molecules and compounds.
The assessment is of their ability to complete this task independently after reviewing the definitions page.
While they are sorting independently, I will view their google slides student notebook on Schoology or walk
around the room and take formative data on a clip board. If students are completing the assignment digitally,
I will use a google sheets page with their names to give them a score. Students will be assessed on a 4-
point scale.
Options for Differentiation Options for Technology Integration
-Students can work in a small group with the -Student notebooks will be provided using google slides.
teacher or a para-educator to sort the objects. -Teacher can open an alternate google meet to assist
-Students will be prompted to use their students who are struggling with the topic.
-Teacher can refer students to materials that are included
vocabulary sheet and to look at the illustrations
on Schoology to review concepts.
included to help sort the illustrations they were
given.
-This activity incorporates UDL checkpoint
(1.1) “Offer ways of customizing the display of
information” by providing the chart and simple
illustrations for students to sort instead of just
words.
Rubric Rubric
Formative Assessment (Individual, Collaborative )
Students will be assessed on their ability to create their own molecules and compounds within a Venn
Diagram that appropriately compares the similarities and differences between the two. The assessment is of
their ability to complete this task independently after reviewing content covered during the sort. While they
are creating molecules and compounds within the Venn Diagram independently, I will view their google
slides student notebook with this page on Schoology or walk around the room and take formative data on a
clip board. If students are completing the assignment digitally, I will use a google sheets page with their
names to give them a score. Students will be assessed on a 4-point scale.
Options for Differentiation Options for Technology Integration
-Students can work in a small group with the -Student notebooks will be provided using google slides.
teacher or a para-educator to sort the objects. -Teacher can open an alternate google meet to assist
-Students will be prompted to use their sorting students who are struggling with the topic.
-Teacher can refer students to materials that are included
page and to look at the illustrations included to
on Schoology to review concepts.
the sort to help them create their own
molecules and compounds.
-This activity incorporates UDL checkpoint
(1.1) “Offer ways of customizing the display of
information” by providing color coded atoms
that students can drag and drop to create
molecules and compounds.
Rubric Rubric
Summative Assessment (Individual, Collaborative )
In order to determine whether students understand the differences and similarities between atoms,
elements, molecules and compounds, they will need to classify each as what type of matter they are.
However, there is overlap between the four types of matter. For example, a compound is also a molecule,
and a molecule with the same type of atom is also an element. O2 is a molecule and an element because it is
two or more atoms that are chemically bound, but it is also one pure element – Oxygen. It is not a compound
because it does not have two or more different atoms chemically bonded. This assessment requires
students to understand the definition of each vocabulary word covered during the lesson. They will take 3
multiple choice questions on atoms, elements, compounds, and molecules requiring them to classify them
by their type of matter. I would also require students to complete a fourth question, a written response that
asks them to explain why all compounds are molecules, but not all molecules are compounds.
Students would be graded on their assessment using the MISA – 3 point rubric:
Options for Differentiation Options for Technology Integration
For students above grade level: - Students create an online notebook in google slides
- Provide students the same assessment that requires them to drag and drop images into a
that students on grade level are taking chart. Students below grade level can use their
but require students to complete a note sheet when they take their assessment online
written response explaining why they - A video describing elements, atoms, compounds
choose that category of matter for each and molecules can by hyperlinked and included in
multiple-choice question. their google slides notebook for additional
- They would not need to complete the information. This could be shown to the entire class
short answer question at the end of the if in a physical classroom.
assessment because giving a written - Students take the assessment on Schoology so
response for each question inherently that they get immediate feedback on their multiple-
requires them to demonstrate the same choice questions.
understanding.
Students on grade level:
- Students on grade level will have the
same assessment as the above grade
level students.
- However, they would only be required
to answer the multiple-choice questions
and the last written response question.
Students below grade level/with IEPs:
- Provide students with a chart with
images of the different types of model
sorted into the categories they belong
to.
Provide visuals on the assessment and on
their chart.
Student Resources: Resources such as online student tools, research sites, student handouts, tools, tutorials,
templates, and assessments. Again, these resources should be developmentally appropriate. Include MLA citations in
the Bibliography.
Student resources can all be found on Schoology.
At this time, I am unable to link student resources due to the ransomware attack on BCPS.
Teacher Resources: Resources such as on and offline technologies, books, articles, etc. Include MLA citations in
the Bibliography.
MS-PS1 Matter and its Interactions. (n.d.). Retrieved November 28, 2020, from
https://www.nextgenscience.org/dci-arrangement/ms-ps1-matter-and-its-interactions
The UDL Guidelines. (2020, October 06). Retrieved November 28, 2020, from http://udlguidelines.cast.org/
Bibliography: Include all resources used to complete the project in correct MLA format. These may be curriculum
guides, textbooks, books, web sites, etc.
I am unable to include citations from the resources provided by the curriculum office due to the BCPS
ransomware attack.
AsapSCIENCE, “The Periodic Table Song (2018 Update!)|SCIENCE SONGS.” YouTube.com, Feb. 6th 2018
https://www.youtube.com/watch?v=rz4Dd1I_fX0
MS-PS1 Matter and its Interactions. (n.d.). Retrieved November 28, 2020, from
https://www.nextgenscience.org/dci-arrangement/ms-ps1-matter-and-its-interactions
The UDL Guidelines. (2020, October 06). Retrieved November 28, 2020, from http://udlguidelines.cast.org/
Cornelius, Kyena E. “Formative Assessment Made Easy: Templates for Collecting Daily Data in Inclusive
Classrooms - Kyena E. Cornelius, 2014.” SAGE Journals,
journals.sagepub.com/doi/abs/10.1177/0040059914553204.
*Differentiation: You should provide for differentiation and learning styles by including aspects of UDL and Multiple
Intelligences (verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal,
interpersonal). Plan to differentiate content, processes, context, and products. What are the accommodations,
modifications, extensions, and/or enhancements? How will you accommodate to meet individual needs, including special
needs (ELL/Special Education/GT)?
Rubric support:
RubiStar http://rubistar.4teachers.org/index.php
TeAchnology Rubric Maker http://www.teach-nology.com/web_tools/rubrics/
Rubric Builder http://landmark-project.com/classweb/tools/rubric_builder.php3
iRubric http://www.rcampus.com/indexrubric.cfm
Pre-Designed Rubrics - Kathy Schrock Assessment and Rubrics http://www.schrockguide.net/assessment-and-
rubrics.html
The lesson plan was adapted from the AASL Action Example Template, p. 116 in Standards for the 21st Century Learner
in Action, various Maryland school district counties' lesson plan guidelines, the MSDE English Language Arts Instructional
Lesson Plan template, wording from the University of Nebraska at Kearney’s SLM Assessment 5, and the McDaniel
College Education Lesson Plan.
