L4+Stewart,Justin+Larry


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


 * Teacher’s Name:** Mr. Stewart **Lesson 4:** Explain
 * Grade Level:** 11 **Topic:** Bonding

__**Objectives**__

 * Student will understand that** energy is the binding force that holds our world together.
 * Student will know** nucleus, valence electrons, ions ionic bonding and covalent bonding.
 * Student will be able to** describe how matter 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 the behaviors and interactions of matter at the atomic level by analyzing the bonds that matter makes.

__**Assessment**__
During the lesson on bonding, the students will complete a tree chart that explains the different bonds and how they affect matter in nature with a partner. This will not be graded, but the students will be required to hand the tree in so that the teacher can make sure that everyone is grasping what is going on. For further evidence, the teacher will have students come back as a whole class and complete a tree chart on the board. Each group take a turn at the board where they will either put up something new, or fix something that is wrong and explain why they either chose to write that in, or to fix an error. The teacher will only facilitate the conversation and not become part of it.
 * Formative (Assessment for Learning)**

//**Podcast:**// After the lesson on how matter bonds, you will create a podcast with a partner, on garageband or an equivalent program, about how matter bonds. You will collect information from the class and from outside of class and explain how a certain molecule of your choosing bonds in the environment. You will assume a radio broadcaster and your partner will portray a famous chemist who you have heard about in class. There needs to be an explanation of the bonding process and why it is important. There also needs to be music involved, this is a radio station after all.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will create a podcast about the bonding process. The students will be allowed to choose any type of bond they wish to talk about. The students will also be given the freedom to choose who in their group of two will be the radio broadcaster and the famous chemist. The students will be required to use music and sound effects in their podcast so that it will sound like an authentic radio broadcast. The students can get as creative about the podcast as they wish. This will be posted to the class wiki and will also be posted on their blogs so that anyone who wishes to listen to them outside of class will be allowed.


 * Music:** Students will have to use music in their podcast that will enhance what they are talking about and also to keep the audience engaged. The students will need the ability to decide what music would sound good where and when, and they will also need to choose how appropriate the music is (no "F" bombs or any other type of profanity).


 * History:** Chemistry is based on history because all of the experiments and breakthroughs happened in the past. The students will be required to research who and where the breakthroughs came from. The research is an important part because the more detail that students include, the stronger their podcast is going to be.


 * Math:** Math is an integral part of chemistry because there are times when atoms and their electrons need to be counted in order for bonds to make sense. Math is going to be used all throughout this lesson from counting the electrons to counting the number of bonds that a compound has.

__Groupings__
The class will be broken up into pairs, different partners from the previous lesson, and they will complete their tree charts. The pair will work together and create individual tree charts that they will hand in seperately. The groups should discuss the reason for bonding and how it will effect the natural world. If there are questions, the students can ask the teacher or talk with a group next to them. Those same groups will be used for the podcast, so I will allow the students to pick their own groups so that they feel comfortable with their partner. They will need to meet outside of class to finish some of the work.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: The class will discuss what is correct or what is wrong with the class tree chart and why they are wrong or correct.
 * Visual**: The tree chart will have drawings of the elements and the electron configuration.
 * Logic**: Students will plot the electrons role in the bonding process.
 * Interpersonal**: Students will work in pairs to fill out the tree chart.
 * Naturalistic**: Students will be asked to pick an element in the outdoors or their home environment and explore the elements electron configuration.
 * Music**: Music will be a component of the podcast.

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


 * Absent:** If the student misses class, they should meet with the preassigned groups outside of class. If they can not meet with their groups or if they have further questions or concerns, they can come to me either before or after class, or they can email me so we can set up a time to meet outside of the class period.


 * Extensions:** Students will create a podcast about bonding and why they think that bonding occurs. The students will be in the roles of a broadcaster interviewing a famous chemist. The podcast will have the content that is addressed in the rubric, a song and any jingles that the students find would enhance the project. The podcasts will be made available for those students who want to listen to them outside of class or for parents who want to see what their students are working in the classroom, via the class wiki or the students blogs. This will allow the students to educate the public about something that they are learning in the classroom.

__**Materials, Resources and Technology**__

 * White board.
 * Markers.
 * Projector.
 * Projector screen.
 * My laptop.
 * Students laptops (either their own or the laptop cart).
 * Books for research.
 * Graphic organizer.
 * Rubric.

__Source for Lesson Plan and Research__
Graphic organizer: This site is where the graphic organizer came from. http://www.eduplace.com/graphicorganizer/

Bonding: This site explains the bonding process and what is required for atoms to bond to one another. http://hyperphysics.phy-astr.gsu.edu/hbase/chemical/bond.html

Chemical Bonding: This is another site that helps to demonstrate the process of bonding. http://www.chem1.com/acad/webtext/chembond/

Ions: Ions, the atoms with a charge based on the gain or loss of an electron is what this site focused on. http://www.purchon.com/chemistry/ions.htm

Covalent bonding: This site talked about the properties of a covalent bond and the unique circumstances that create them. http://www.chemguide.co.uk/atoms/bonding/covalent.html

Ionic bonding: This site explained the properties of an ionic bond and the unique circumstances that create them. http://www.chemguide.co.uk/atoms/bonding/ionic.html

Bonding animations: Here are some really neat animations on bonding which should help to reinforce the concept. http://www2.nl.edu/jste/bonds.htm

__**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 achieves the goals set by standard three because students will be allowed to use their different learning styles to the various activities going on during the lesson. Students will be allowed the freedom to chose how they want to complete the tree chart. The students will be ask to participate in part of the lesson so that they have the chance to interact with the material that is being covered. The lecture however will be structured and organized so the students will learn the material in a sequential order that makes sense. The groups will be made by the students so that they can work together well and so the students will feel comfortable with one another.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will be introduced to the bonding process and how atoms are able to interact at the atomic level. The students will learn about the bonding process based on the molecular structure of atoms and the reason why certain atoms are able to bond in different ways, see content notes. Students will be able to describe how matter bonds. The students will be shown the methods for why atoms bond they way they do, but they will have to come up with how we discovered this and why it is important to society and nature.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal**: The class will discuss what is correct or what is wrong with the class tree chart and why they are wrong or correct.
 * Visual**: The tree chart will have drawings of the elements and the electron configuration.
 * Logic**: Students will plot the electrons role in the bonding process.
 * Interpersonal**: Students will work in pairs to fill out the tree chart.
 * Naturalistic**: Students will be asked to pick an element in the outdoors or their home environment and explore the elements electron configuration.
 * Music**: Music will be a component of the podcast.

The students will create a podcast which demonstrates their knowledge of bonding and why bonding is important to nature. The podcast will include music and or jingles that will enhance the feel of the podcast. The students will have to use garage band and the different features that were explained to them during class in order to receive full credit. The students will act as a radio broadcaster and a famous chemist and they are to explain bonding for those people who are interested in the subject. This will be posted for students to listen to and also for parents who want to hear what their students have been working on.

During the lesson on bonding, the students will complete a tree chart that explains the different bonds and how they affect matter in the nature with a partner. This will not be graded, but the students will be required to hand the tree in so that the teacher can make sure that everyone is grasping what is going on. For further evidence, the teacher will have to students come back as a whole class and complete a tree chart on the board. Each group take a turn at the board where they will either put up something new, or fix something that is wrong and explain why they either chose to write that in, or to fix an error. The teacher will only facilitate the conversation and not become part of it.
 * //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)**

//**Podcast:**// After the lesson on how matter bonds, you will create a podcast with a partner, on garageband or an equivalent program, about how matter bonds. You will collect information from the class and from outside of class and explain how a certain molecule of your choosing bonds in the environment. You will assume a radio broadcaster and your partner will portray a famous chemist who you have heard about in class. There needs to be an explanation of the bonding process and why it is important. There also needs to be music involved, this is a radio station after all.
 * 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: 8:00-8:20 (20 minutes): Hook. 8:20-9:20 (60 minutes): Lecture. 9:20-9:30 (10 minutes): Partners working on graphic organizer. 9:30-10:00 (30 minutes): Clarification.

Day 2: 8:00-8:10 (10 minutes): Review. 8:10-8:30 (20 minutes): Finish Lecture. 8:30-8:40 (10 minutes): Explanation of Podcast assignment. 8:40-10:00 (80 minutes): Time for partners to work on Podcast.

Day 3: 8:00-8:30 (30 minutes): Time to finish or fix Podcast. 8:30-9:30 (60 minutes): Presentations. 9:30-10:00 (30 minutes): Time to fix problems that I address.

Students who volunteer for an activity will be given outfits made of foam and fabric that the kids fit into. These outfits are round balls that are made to represent an atom. I will then stick a rope between two kids and then another pair will have two and another will have three ropes. This represents the bonding that atoms can make with one another. Once the class has settled down, and the students who were helping the demonstration have sat down, the teacher will continue into the discussion on bonding. After the lecture the students will be broken up into pairs and they will work on their tree charts. While the students are working on their tree charts, I will walk around the room and make sure that all of the students are on task and on the right track. The tree charts will be shared with the class any areas that the students feel are not clear, the teacher will go over them again to make sure that the students fully understand. On the second day, the class will begin with a review of what was talked about the the last class. The teacher will then finish the lecture on bonding. Once the class has all their questions answered and the teacher has addressed all of the problems I found with the partners tree charts, the teacher will explain the podcast project. After the students have been taught how to use garage band, the students will be asked to work on their project. The rubric for the project will be handed out so the students will know what they need to put into the podcast. As the students work, I will walk around the class to make sure that they can ask me any questions they have. The students will have the rest of the class to work on their projects. If a problem comes up, I will either address the group or the whole class if I feel that everyone will need the answer. On the last day of the lesson, students will have a half hour to finish their podcast and fix any problems that I see. Then the students will present the podcasts for the class. After all of the students have shared their podcasts, I will give the students time to fix the problems that I have spotted. Students will be able to describe how matter bonds. Every molecule that the human body uses is bonded with either an ionic bond or a covalent bond. //Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy.// The hook will give a visual representation for what the class will be seeing in the lesson. Those students who are kinesthetic learners will be able to interact with the material as well.
 * Where, Why, What, Hook Tailors: Verbal, Visual, Logic, Kinesthetic, Interpersonal, Intrapersonal and Music.**

Students will know nucleus, valence electrons, ions, ionic bonding and covalent bonding. I will give the students the basics they will need to figure out how bonding affects different atoms and why they're different based on who is doing the bonding. The students will see multiple different bonds and why they make that bond instead of another. The students will also have the ability to make their conclusion about one bond which the students will work on together. I will make sure to give the students as many different examples as possible and make sure that the students have ample opportunities to ask questions and answer those questions among themselves. Those tree charts will be handed in for no grade but will present their knowledge of bonding. Students will have the time to make most or all of their podcast in class and then compare them with their own and fix what they did not include or what they didn't get correct.
 * Equip, Explore, Rethink, Revise, Tailors: Verbal, Visual, Logical, Intrapersonal, Interpersonal and Musical**.

The students will use the tree chart to analyze the differences between different atoms and why they make different bonds. The tree charts should also help the students to visualize what is actually making the bonds, the electrons. By the end of the class, students will be to describe how matter bonds. Students will be able to describe what abilities atoms have to bond, and why some elements, the noble gases, are not able to bond. I will have the students create a podcast to show that they can describe this phenomenon. The groups will include a broadcaster and a famous chemist who will explain the bonding process for those who do not understand chemistry. The students will use the tree chart they created about bonding to help them make connections and interpretations in their podcast. They will then watch the other groups' presentations and will be allowed to fix their podcasts.
 * Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Intrapersonal and Interpersonal.**

Students will be broken up into groups where they will create a tree chart that they will fill out about the bonding of matter. The groups will come back together and everyone will talk about what they found. Groups will be allowed to fix their understandings and mend the gaps in the knowledge. After they have created their podcast, the students will present theirs and once everyone has gone, they will be allowed to fix theirs so that they are as correct as possible. The students will be given feed back from myself before I grade it so they can see where they have gone wrong and so they can fix it. The students will be given immediate feedback after the presentations for what they can fix before they hand in the final product. As soon as I can after that, I will hand back the students grades so they know whether they will ask for a redo on the assignment.
 * Evaluate, Tailors: Verbal, Visual, Interpersonal and Intrapersonal.**

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.
 * Content Notes**

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. Rubric.
 * Handouts**