L5+Stewart,Justin+Larry


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


 * Teacher’s Name:** Mr. Stewart **Lesson 5:** Interpret
 * Grade Level:** 11 **Topic:** Ionic/covalent bonds

__**Objectives**__

 * Student will understand that** energy is the binding force that holds our world together.
 * Student will know** atomic structure, ions, ionic bonding, covalent bonding, and Gib’s free energy law.
 * Student will be able to do** illustrate ionic/covalent bonds.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology-D. The Physical Setting 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:** Students will learn about the importance of bonding with atoms and how energy is responsible for those bonds.

__**Assessment**__
During the instruction, students will be allowed to break up into groups. The students will be allowed to talk about energy, bonding forces and why they are important to the creation of the universe. These groups will be allowed to work with as many people as they want as long as they do not exceed five people. They will create questions that they want answered. Once all of the groups have talked and created their questions the groups will ask the class as a whole their questions. Any group that has an answer will be allowed to venture their guess. If no one wants to answer or if a groups answer is incorrect, the teacher will intervene to make sure the point is clear. After the material has been covered. The students will be placed into two groups where they will talk about either ionic or covalent bonds and some examples that are relevant in our lives. They will then go back to their original groups and complete a jigsaw. Once the jigsaw is complete, the students will be asked to work on the Venn diagram either alone or with a partner.
 * Formative (Assessment for Learning)**

//**Blogs:**// After the lesson on the ionic and covalent bonds, you will create a blog that will represent the two different types of bonds. This should include pictures of both an ionic and covalent bond with multiple examples of each and a video clip or an audio clip on the states of matter that you are writing about. The blog will then be seen by two other people in the class so they can see someone else's ideas. Students should use as many unique examples for each of the bonds as possible. The students who visit the blog will also leave their comments on what was completed well and what needs work. This blog will be shared with your classmates and everyone on the web, so this should be done professionally and accurately.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will create a blog that shows both an ionic and a covalent bond with multiple examples using not only words but pictures. These pictures should be of the bond that they are talking about. A video or an audio clip should be used that pertains to bonding and what they have on their poster. If the students are unable to find a video or audio clip, the students will be allowed to make their own and post it on their blog. Once completed, the blogs will be seen by two classmates a piece. The students who are looking over the blog will make comments for what the student did well and what may be worked on so that it can be improved. These blogs will be on the web so the students will be allowed to get on at any time so they can fix anything that they found wrong.


 * Math:** Bonds and electrons will have to be counted because of the importance of electron sharing. Geography of the different bonds will also be important because there are multiple geographical shapes that a bond can make based on the amount and the distribution of bonds.


 * Art:** Art is going to be important with this lesson because the students are going to represent what is going on by drawing pictures of the various pieces of the atom and the bonds they are making. Without being able to see the atom itself and the bonds, art is going to be the only way that we can represent both.

__Groupings__
The first group that the students will be in will be created by the students. This will allow the students to have the freedom of who they work with and keep on track. In the case of problem students who will not stay on task, they will be separated into different groups. These groups will talk about binding and what they think is important to the lecture. The groups will be required to have no more than 5 and no less than 2. Half of the group will then go into one group and the other half into the other. These will be the groups for the jigsaw. They will talk about one of the types of bonds and come up with different examples. Once they are done, they will be asked to share the information with their first group.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will participate in the jigsaw.
 * Visual**: The blogs will require them to add a picture of the bonds that they are talking about so they provide a clear image for the reader.
 * Logic**: Students will show the ways that certain molecules can bond in the dimensions allowed.
 * Interpersonal**: The students will be required to go over their venn diagrams as a group to make sure they met all of the requirements.
 * Intrapersonal**: The students will create their own blogs and come up with the venn diagram alone.
 * Naturalistic**: The students will be shown a specific example of bonding in the environment.

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students will create a blog that allows the students to research a few different bonds in action. They will be expected to explain the reason behind the bonding and how this effects the natural world. The students will show their understanding of bonding in a blog where they will add pictures, written word and an audio clip or video. They will be expected to explain the reasons for the pictures and the clip and tie them into what they want to show on the blog. The students can use any examples that they want and can go into as much detail they want as long as they meet the expected goals that the checklist they are given lays out for them.
 * Extensions**

__**Materials, Resources and Technology**__

 * White board.
 * Markers.
 * Projector.
 * Projector screen.
 * My laptop.
 * Students laptops.
 * Books for students references.
 * Graphic organizer.
 * Chemistry books.

__Source for Lesson Plan and Research__
Graphic Organizer: This is the site that the graphic organizer was found. http://www.eduplace.com/graphicorganizer/

Ionic charge clip: This is a quick clip about an ionic bond and what classifies an ionic bond. http://www.youtube.com/watch?v=xTx_DWboEVs

Chemical bonds: This site talks about both ionic and covalent bonds and how the importance of bonding. http://hyperphysics.phy-astr.gsu.edu/hbase/chemical/bond.html

Ionic bond: This is a good overview of an ionic bond and how it relates to the world. http://www.chemguide.co.uk/atoms/bonding/ionic.html

Covalent bond clip: This clip shows a quick glimpse into how atoms become covalently bonded. http://www.youtube.com/watch?v=1wpDicW_MQQ

Covalent bonds: This is a good site for covalent bonding and how it works. http://www.chemguide.co.uk/atoms/bonding/covalent.html

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //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 plan meets the goals set by standard three when they are working in class and on the final project for this lesson. During the final project, students will be given the opportunity to choose what they represent in their blogs. The students will be given vague perimeters so they stay on task and accomplish the goals, yet give the students the ability to work with something that excites them. There will also be time when the class will have a guided lesson on what they need to know for the final project, ionic and covalent bonds. For those students who want to research and look through different possibilities of bonds, students will be given the leeway to use as many different types of bonds as possible on their blogs. Every group will be picked by the students, except for those trouble makers and wanderers, so that the students will feel comfortable with who they are working with.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know atomic structure, ions, ionic bonding, covalent bonding, and Gib’s free energy law. //Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy.// The students will learn about how energy is stored in bonds. They will discover that matter is held together using bonds which helps create the world around us. Energy is what keeps the world together because energy caused the bonds to form and energy can also be released by the destruction of bonds.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal**: Students will participate in the jigsaw.
 * Visual**: The blogs will require them to add a picture of the bonds that they are talking about so they provide a clear image for the reader.
 * Logic**: Students will show the ways that certain molecules can bond in the dimensions allowed.
 * Interpersonal**: The students will be required to go over their venn diagrams as a group to make sure they met all of the requirements.
 * Intrapersonal**: The students will create their own blogs and come up with the venn diagram alone.
 * Naturalistic**: The students will be shown a specific example of bonding in the environment.

The students will create a blog post that shows their understanding of bonds and why they are relevant in the world today. The students will then go on and read two other classmates and write a comment about what they thought the writer did well and what could be worked on for next time. This will allow the students to see what they are doing and compare it with everyone else's. The students will also be able to fix their blogs and use some of the ideas they found in other people's work.

During the instruction, students will be allowed to break up into groups. The students will be allowed to talk about energy, bonding forces and why they are important to the creation of the universe. These groups will be allowed to work with as many people as they want as long as they do not exceed five people. They will create questions that they want answered. Once all of the groups have talked and created their questions the groups will ask the class as a whole their questions. Any group that has an answer will be allowed to venture their guess. If no one wants to answer or if a groups answer is incorrect, the teacher will intervene to make sure the point is clear. After the material has been covered. The students will be placed into two groups where they will talk about either ionic or covalent bonds and some examples that are relevant in our lives. They will then go back to their original groups and complete a jigsaw. Once the jigsaw is complete, the students will be asked to work on the Venn diagram either alone or with a partner.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

//**Blogs:**// After the lesson on the ionic and covalent bonds, you will create a blog that will represent the two different types of bonds. This should include pictures of both an ionic and covalent bond with multiple examples of each and a video clip or an audio clip on the states of matter that you are writing about. The blog will then be seen by two other people in the class so they can see someone else's ideas. Students should use as many unique examples for each of the bonds as possible. The students who visit the blog will also leave their comments on what was completed well and what needs work. This blog will be shared with your classmates and everyone on the web, so this should be done professionally and accurately.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Total class time: 120 minutes.

My classroom arrangement will be clustered because the students will be sitting at work tables. They will be able to do experiments on the tables and the tables will be spaced far enough apart so they can move around with out any trouble. They will also be able to interact with one another easily with partners or in groups of three or four based on the size of the tables. This will also allow for easier interaction between the teacher and the students. All of the students should be able to see the white board and/or the projector screen during the lecture.

Day 1: 8:00-8:25 (25 minutes): Reflection time on what was done last class. 8:25-8:30 (5 minutes): Hook. 8:30-9:30 (60 minutes): Lecture time where students will be asked to fill in blanks of a "quiz" on the board in the beginning so the teacher can tell where most of the class is on the subject. 9:30-9:40 (10 minutes): Group time for reflection of ionic/covalent bonds. The students will have time to talk about what was said during lecture. 9:40-10:00 (20 minutes): Questions will be answered and the teacher will allow the students time to either talk about what they had problems with or what they thought was interesting during the lecture.

Day 2: 8:00-8:45 (45 minutes): Lecture. 8:45-9:00 (15 minutes): Jigsaw. 9:00-9:15 (15 minutes): Venn Diagram. 9:15-9:30 (15 minutes): Finishing up lecture and questions. 9:30-10:00 (30 minutes): Explanation for the blog project.

Day 3: 8:00-8:05 (5 minutes): Quick review of blog project. 8:05-9:45 (100 minutes): Time for students to work on research and construction of their blog. 9:45-10:00 (15 minutes): Time to check with the students to see where they are.

Day 4: 8:00-10:00 (120 minutes): Time for students to work on and finish project.

Day 5: 8:00-9:15 (75 minutes): Presentations! 9:15-10:00 (45 minutes): Time for students to respond on some one else's blog.

Students will be allowed time at the beginning to reflect on was going on the last class. After this, the hook will be shown and the class will go right into the lecture. At the beginning of the lecture, the teacher will have the class fill out a quick "quiz" on the board to test where the students are in the material. Based on where the students are the teacher will tailor the subject to their needs. During the lecture times, students will be given the chance to group up and talk about what they think is going on with the lecture. They will also have a jigsaw that they will need to participate in and also their Venn diagrams. The Venn diagrams will not be counted much in the grade book, but will be worth a lot for the teacher to see where the students understandings are. The students will then complete research about both types of bonds and be able to give examples of both an ionic and a covalent bond. The students will need to use pictures, words and an audio or movie clip. During the group times, the teacher will walk around the room and talk to each group to make sure they are working and also to make sure they are on the right road. Students will be asked questions that will help to guide them and also check whether they truly understand what they are talking about. Students will understand that energy is the binding force that holds our world together. Ionic/covalent bonds are what make life possible. //Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy.// The hook will give the students real world examples of important and interesting bonds that help create and also destroy our world.
 * Where, Why, What, Hook Tailors: Verbal, Visual, Interpersonal, Intrapersonal, Naturalistic and Musical.**

Students will learn about ionic/covalent bonds and why they are important in building the world around us. The students will explore how the atomic structure of atoms causes the different formations of bonds and why the atomic size of matter determines how many and how strong those bonds are. The students will use their past knowledge in order to build their understanding of how electrons control the bonds atoms can make. The students will need to explore the results of bonds and how energy is stored within bonds. I will have the students complete a blog so that they can show their understandings of the different bonds and how they effect the world. I will test their true understandings with the graphic organizer and then again with the blogs. (See content notes).
 * Equip, Explore, Rethink, Revise, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Naturalistic and Musical.**

Students will use a Venn diagram to compare and contrast the differences between an ionic and covalent bond. The students will have to sort through everything they learned on the two and show what they know about the two different bonds, showing what is similar and what is different. They will then create a blog where they find actual chemical bonds and show what they are and what the importance of those bonds are. Students should be able to illustrate ionic/covalent bonds. The bonds should be described and illustrated by the students using what they know of bonds. Students will be allowed to make their own groups, but they will be required to break up and complete the jigsaw. So the students will be given certain roles in the jigsaw activity (ionic or covalent) and they will have to share their knowledge with their groups. The blog will be done individually so that everyone has created their own representation of what they think of ionic/covalent bonds. Once the blogs has been completed, the students will critique their classmates work and tell their classmates what they did well and what they need to work on.
 * Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Interpersonal and Intrapersonal.**

The students will be required to submit their checklists with evidence of their completed work on each item on the checklist. Each blog should have two different student comments on their blogs about what they did right and what they did wrong. This will help the teacher check for students understandings within their own blog and by what they say to about other blogs. I will give the students quick, immediate feedback after their presentation and then a more in depth analysis once everyone has commented on someone else's. Students will have to research what they want to put on their blog. The students may also have to complete a pictures of ionic and covalent bonds.
 * Evaluate, Tailors: Visual, Interpersonal and Intrapersonal.**


 * Content Notes**

Ions: Anion: Metallic atoms hold some of their electrons relatively loosely, and as a result, they tend to lose electrons and form cations. In contrast, nonmetallic atoms attract electrons more strongly than metallic atoms, and so nonmetals tend to gain electrons and form anions. Thus, when a metallic element and a nonmetallic element combine, the nonmetallic atoms often pull one or more electrons far enough away from the metallic atoms to form ions. The positive cations and the negative anions then attract each other to form ionic bonds.

Cation: Atom or group of atoms carrying a positive charge. The charge results because there are more protons than electrons in the cation. Cations can be formed from a metal by oxidation, from a neutral base by protonation, or from a polar compound by ionization. Cationic species include Na +, Mg ++ , and NH 4+.

Bonds: Ionic bonds: An ionic bond is sometimes called an electrovalent bond. It can form when two atoms meet and an electron is permanently transferred from one to the other, because of the way their electron shells are formed. Thus when a sodium atom meets a chlorine atom, the solitary electron in the outer shell of the sodium atom moves over into the outer shell of the chlorine, which only needs that one extra electron to give itself a hard outer shell. These two ionized atoms then stick very tightly together to make sodium chloride, also known as table salt.

Covalent bonds: Covalent bonding occurs because the atoms in the compound have a similar tendency for electrons (generally to gain electrons). This most commonly occurs when two nonmetals bond together. Because both of the nonmetals will want to gain electrons, the elements involved will share electrons in an effort to fill their valence shell. A good example of a covalent bond is that which occurs between two hydrogen atoms. Atoms of hydrogen (H) have one valence electron in their first electron shell. Since the capacity of this shell is two electrons, each hydrogen atom will "want" to pick up a second electron. In an effort to pick up a second electron, hydrogen atoms will react with nearby hydrogen (H) atoms to form the compound H2. Because the hydrogen compound is a combination of equally matched atoms, the atoms will share each other's single electron, forming one covalent bond. In this way, both atoms share the stability of a full valence shell.

Graphic organizer. Checklist.
 * Handouts**