L2+Tingley,Erika+Joy


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Tingley
 * Date of Lesson:** 2 Application
 * Grade Level:** 9
 * Topic:** Chemical Bonds

__**Objectives**__
Student will understand that there are interactions between matter at the atomic level. Student will know molecules, covalent bonds, and ionic bonds. Student will be able to illustrate how molecules bond with other molecules in chemical reactions.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology-D. Physical Science D3. Matter and Energy Grades 9-Diploma Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.


 * Rationale:** We see chemical bonds and reactions everyday and it is important to understand how they work.

__**Assessment**__
Understanding will be assessed by looking at the content on the step by step charts to ensure necessary information is on it. At the end of class students will give a response on their blogs. Teacher will also require students to produce some sort of explanation to their game and how it gives information on their individual topics (electronegativity, covalent bonds, ionic bonds, electron configuration of metals and electron configuration of nonmetals).
 * Formative (Assessment for Learning)**

Students will write stories that talk about the aspects of covalent and ionic bonds and how molecules interact to be posted on their blogs. They will have to have information about ions, valence electrons, and which elements often bond in ionic or covalent ways**.** Students will be open to write the stories however they want to, but must address the important points valid in ionic and covalent bonds.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** The teacher will be using youtube to show the music video on chemical bonds. Students will research information on covalent and ionic bonds in order to fill out their step by step charts. They will also be using their blogs to post their stories on the atom as it creates the covalent and ionic bond.
 * English-** Students will be writing their stories on the covalent and ionic bond. They will have to use correct grammar, punctuation, and paragraph form in their writing.

__Groupings__
Students will use the jigsaw method within groups to help split up the work and use each other as resources. Groups of 4 or 5 will be set up where each member is given an important topic within ionic and covalent bonds in order to research it and present it to the other members. Those working on the same topic will collaborate to determine the important information to share with the other group members.

__**Differentiated Instruction**__
Verbal:Students will use verbal skills when interacting amongst themselves and in writing their blog entries on the life of a molecule as it bonds in various ways.. Visual: Students will be able to see the way bonds are formed in real life applications. Logical:Students will come to understand the sequence of events that lead to the formations of bonds and the various kinds of bonds that are formed. Intrapersonal: Students will reflect on their own thoughts in groups and when producing their blog entries (on the life of a molecule as it bonds). Interpersonal: Students will work in groups to uncover all the information they need and will work together by providing feedback on the blog entries (on the life of a molecule as it bonds). Music:The music video will be intriguing to the students who are musically inclined. Naturalist: There will be example of bonds formed in nature.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**
 * Abset-** A student who is absent will need to fill out their own step by step charts and may confer with other students as to where the information was found. I will provide the resources necessary for them to learn the material and will be able to go through the information either with me or on their own. Students who are not available to do the games will have to find out from classmates or talk to the teacher concerning what the games entailed and how they related to the topic. Students who do not complete the blog entry on time will lose 5 points on the assignment.

Students will write stories that talk about the aspects of covalent and ionic bonds and how molecules interact to be posted on their blogs. They will have to have information about ions, valence electrons, and which elements often bond in ionic or covalent ways**.** Students will be open to write the stories however they want to, but must address the important points valid in ionic and covalent bonds.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Internet access Pencils Paper Cardboard Colored Pencils 3X5 Cards Balls

__Source for Lesson Plan and Research__
Step by Step chart can be found among these [|graphic organizers] [|Cooperative learning] strategy that is used is under the jigsaw method. [] - Youtube video of chemical bonds. [|http://www.chemguide.co.uk/atoms/bonding/electroneg.html] - Information on Electronegativity in the periodic table. [] -Electronegativity values. [] -Properties of Metals. [] -Metals in the Periodic Table. [] - The chemistry of non-metals. [|www.hep.fsu.edu/~wahl/Quarknet/pepperlect/elements.ppt] - Has a section on non-metals. [|http://hyperphysics.phy-astr.gsu.edu/hbase/pertab/metal.html]- Comparing metals and non-metals. [] - Information on Covalent and Ionic Bonds, comparisons, and video demonstrations. [] - Illustrations of Covalent and Ionic Bonds. [] - Covalent bond information. [|http://www.chm.bris.ac.uk/pt/harvey/gcse/ionic.html] - Ionic Bonds.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students will have the freedom to research their topics (electronegativity, metals, non-metals, ionic bonds, and covalent bonds) in the way that they want to and will express themselves through creating the game and their individual blog entries on the life of a bonding molecule (beach ball). The flow charts will allow the students to organize their thoughts in a detailed way and students will see how they are related to ionic and covalent bonding in the real world (clipboard). Students will be analyzing the detailed and intricate design of bonded molecules and how they are formed (microscope). Students will be supported by their group members in learning and will be listened to openly when presenting the material to their teammates (puppy).
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

This lesson focuses on the part of the MLR dealing with the behavior and interactions of matter at the atomic level. The students will know what ionic and covalent bonds are as well as the conditions that create them. They will also understand what the ways that the individual elements interact to create these bonds. Student will be able to illustrate how molecules bond with other molecules in chemical reactions. Students will relate this information to their everyday experiences with various molecular compounds. For additional information on what students will know see the content notes.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal-**Students will use verbal skills when interacting amongst themselves and in writing their blog entries on the life of a molecule as it bonds in various ways..
 * Visual-** Students will be able to see the way bonds are formed in real life applications.
 * Logical-** Students will come to understand the sequence of events that lead to the formations of bonds and the various kinds of bonds that are formed.
 * Intrapersonal-** Students will reflect on their own thoughts in groups and when producing their blog entries (on the life of a molecule as it bonds).
 * Interpersonal-** Students will work in groups to uncover all the information they need and will work together by providing feedback on the blog entries (on the life of a molecule as it bonds).
 * Music**- The music video will be intriguing to the students who are musically inclined.
 * Naturalist**- Students will relate the information to bonds that are commonly formed around the world.

Students will express what they have learned in a type II way by writing a blog entry on the life of a bonding molecule and by reviewing other students blogs for critique.

The teacher will regularly give feedback by looking at the content on the flow charts, and by constantly going around the room making sure that students understand what they are learning. When the students present their information in their groups and as they share with their teammates, the teacher will ask questions to ensure clarity. In all aspects of the lesson the teacher will be looking for understanding in the students and will be clarifying misconceptions. The blog entries on bonding molecules will be graded on content of electronegativity, metals, and non metals, and how they relate to ionic and covalent bonds, as well as on how the student critiques another student's entry.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
Day 1: 120 min.
 * Teacher takes attendance (5 min)
 * Teacher projects music video on chemical bonds from youtube on the wall for students to watch (5 min).
 * Teacher asks students if they can pick out what ionic and covalent bonds are from the video and students discuss components of each (10 min).
 * The teacher will than present the agenda for the next few days to be able to compare and contrast ionic and covalent bonds (5 min).
 * Students are split up into groups of five and each group member is given a topic (electronegativity, covalent bonds, ionic bonds, electron configuration of metals and electron configuration of nonmetals), handed flow charts, and given instructions on what each member is going to do (10 min).
 * Students with the same topic will work together to develop a working understanding of what their topic entails writing down how the information is connected on their flow charts and will discuss it among themselves, teacher will walk around the room helping students with questions and misconceptions as they learn (40 min).
 * Each team member will write down at least two questions that they have about each of the topics (15 min).
 * Students ask their questions to their teammates and teammates answer (20 min).
 * Teacher gives students time to write in their blogs reflecting on what they learned and one thing they still want to know (5 min).

Day 2: 120 min.
 * Teacher takes attendance and gives students the agenda for the day (10 min).
 * Students get back in their teams and each team member shares the information on the flow charts from last class to their teammates, while teacher walks around and ensures that the information is complete and answers students questions. (20 min).
 * Students fill in their own flow charts on each topic so that everyone has the information (15 min).
 * Students swap topics and those working on the same topic design a game that allows their classmates to learn the information, and teacher gives students ideas and helps with concerns and misconceptions (50 min).
 * Students play the games (25 min).

Day 3: 120 min.
 * Teacher takes attendance and gives students the agenda for the day (10 min).
 * Students finish games that were started last class (30 min).
 * Teacher allows students to ask questions from anything they have been learning (10 min).
 * Teacher will give instructions on blog entry for the life of a bonding molecule (10 min).
 * Students will be given time to write their blog entries (30 min).
 * Students will be given time to look over at least one other entry and comment on it (25 min).
 * Teacher will give students time to reflect on changes they may make to their blog entry and on what they learned (5 min).

My classroom arrangement will be clusters as this will allow students to work together on their topics and to share when working on their games for the class. It will also allow the students to transfer information to their teammates when discussing all of the flow charts they have filled out. Students will understand that there are interactions between matter at the atomic level. We see chemical bonds and reactions everyday and it is important to understand what is happening around us. Students will also know about electronegativity and the importance of metals and non metals in creating bonds. Students will be able to describe how chemical bonds are created and how strong these bonds are. The hook that will be used is a music video that gives the basic details of ionic and covalent bonds. **Where, Why, What, Hook,** **Tailors: Visual, Verbal, Logical, Intrapersonal, Interpersonal, Musical, Naturalist.**

Students will know about molecules, covalent bonds, ionic bonds, electronegativity, metals, and non metals. This information will be found in various websites and will be explored using flow charts, discussions, questions, and the creation of a game to relate what is being learned. By using this method, students will be able to review information on websites that I have provided as well as look up information on their own to share and discuss with their peers. The organization of the flow charts will help students to keep the information in a clear and easy to process way for themselves and their teammates. By looking over students' flow charts, and listening in on discussions, the teacher will be able to provide feedback and clarify misconceptions. **Equip, Explore, Tailors: Visual, Verbal, Logical, Interpersonal, Naturalist.**

Students will use the jigsaw method within groups to help split up the work and use each other as resources. The teacher will overlook this process and give feedback on student questions. When working in groups on specific topics, students will be given the opportunity to gain a full understanding on that topic and to share that with their teammates so that all can understand the details of electronegativity, metals, and non metals, and their affect on ionic and covalent bonds. At the end of most classes there will be an opportunity for students to share what they have learned and any questions they may have on electronegativity, metals, non metals, ionic bonds, and covalent bonds. When creating the games for fellow students, groups will be able to solidify their learning and to do so in a creative way. Students will also be able to assess whether the games present the information well. Students should be able to see how ionic and covalent bonds relate to everyday life and molecules that are found in everyday life. The blog entries will be critiqued by fellow students based on content and the coverage of electronegativity, metals, non metals, ionic bonds, and covalent bonds. Each student will need to comment on another student's blog entry, and will give suggestions on how the entry could be improved to include more information or to make the information more accurate. Time will be given in class to write the blog entries, so that students will be able to ask questions and get a first draft accomplished before writing a final story. **Revise, Rethink, Refine, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Kinesthetic, Naturalist.**

Understanding will be assessed by observing the information presented on the flow charts. The teacher will constantly be going around the room to observe the work that is going on and to make sure that students understand what they are learning about. When presenting the information to their teams, the teacher will ask questions to ensure clarity and listen to discussions for misconceptions that may arise. The blog entries on bonding molecules will be graded on content of electronegativity, metals, and non metals, and how they relate to ionic and covalent bonds, as well as on how the student critiques another student's entry. **Evaluate, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal.**

Students will know: Electronegativity- The electronegativities of elements are based on the number of protons in the nucleus, the sum of the electrons in the atom and the distance of the outermost electron shell from the nucleus. The configuration of a molecule can result in partial charges even when the molecule itself is neutral. These partial charges may be influential in various bonds that are created and how they interact. Students will understand what creates the various electronegativities across the periodic table and how this information relates to covalent bonds. Metals- The lattice created by alkali metals allows for electrons to move freely throughout the metal and produce a high electrical conductivity. The alkaline earth metals are the group IIA (2) elements in the table the metals in this group create alkaline reactions. Students will also understand how their properties relate to bonding. Non-metals- Almost completely opposite of metals, non-metals are poor conductors of heat and electricity. They usually have 4-8 electrons in their valence shell, and gain or share them easily. Students will also understand how their properties relate to bonding. Ionic bonds- Ionic bonds form between elements which readily lose electrons and others which readily gain electrons. Ionic compounds are almost always solids at room temperature. It is the formation of an electrostatic attraction between oppositely charged ions that often occurs between a metal and a non-metal. The students will be able to express the formation of this type of bond and how it differs from covalent bonds. Covalent bonds- Bonds created by the sharing of electrons in the outer atomic orbitals of atoms. The distribution of shared as well as unshared electrons in outer orbitals is a major determinant of the three-dimensional shape and chemical reactivity of molecules. It is often formed between two non-metals of similar electronegativities. The students will be able to express the formation of this type of bond and how it differs from ionic bonds.
 * Content Notes**

Flow Charts
 * Handouts**