Template
1. Lesson Plan Information
Subject/Course: Science / Name: adapted from Erin Trivers
Grade Level: Grade 9 Applied / Date: October 15, 2009 Time: 12:25-1:40pm
Topic: Chemistry – Building Molecules / Length of Period: 75 minutes (Period 3)
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
· Construct and draw models of simple molecules (e.g., H2, NH3, CO2, CH4).
· Use symbols and chemical formulae to represent common elements and simple compounds (e.g., C, O, H, H2O, CO2).
Learning Skills (Where applicable):
· Collaboration: respond positively to others
· Initiative: demonstrate curiosity and interest in learning
3. Content
What do I want the learners to know and/or be able to do?
· Define Bonds: Connections that hold atoms together to form molecules. Represent electrons that ‘glue’ the atoms together. Each atom forms a set number of bonds with other atoms (if multiple bonds, can be multiple single bonds or double bonds or triple bonds).
· Define: Structural Diagrams: Representations of molecules by drawings on paper. Each atom is represented by its chemical symbol, and each bond is represented by a straight line between the symbols.
Ex. H2O à H – O – H
Today learners will:
· Create marshmallow-toothpick models of simple atoms and molecules (H2, O2, N2, NH3, CH4, H2O, C2H4, CO2).
· Draw structural diagrams of simple atoms and molecules (H2, O2, N2, NH3, CH4, H2O, C2H4, CO2).
· Identify scientific formulae of simple atoms and molecules (H2, O2, N2, NH3, CH4, H2O, C2H4, CO2).
· Practice teamwork, specifically sharing tasks.
· Develop problem-solving skills, specifically by trial and error.
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
· Circulate throughout classroom during lab activity informally quizzing students on understanding of activity.
· Record student’s “initiative” and “collaboration” during lab activity using anecdotal notes.
· Have student’s complete Building Molecules worksheet and hand in for assessment (1-poor, 2-satisfactory, 3- good, 4-excellent).
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
· Have understanding of how to locate elements on the periodic table of elements.
· Have practiced converting elements from their chemical symbol to their formal name and vice versa.
· Have learned about chemical compounds and molecules.
· Have learned to determine the number of atoms in a molecule.
· Have performed activities using bonding capacities.
· Have discussed structural diagrams briefly.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all students? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.)
· Dan will not be participating in lab activity due to absences and violation of laboratory safety. He will be completing missed worksheets and an Internet assignment in the library during this lab period.
· Several students require written definitions, these will be available to any student who may need or want them (see attached Appendix 3: Building Molecules definitions sheet).
B. Learning Environment
· Classroom (permanent laboratory setup)
· Seated predominately in pairs (see attached Appendix 1)
· Single seated students will form groups with the nearest single (directed by me), if no other single student, students will form group of three with nearest pair.
C. Resources/Materials
· Chalk
· Chalkboard
· Pens/pencils
· Building Molecules definition (see attached Appendix 2)
· Building Molecules Activity worksheet (see attached Appendix 3)
· Coloured marshmallows
· Toothpicks
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of students’ prior knowledge, activities, procedures, compelling problem)
Bonds: Connections that hold atoms together to form molecules. Represent electrons that ‘glue’ the atoms together. Each atom forms a set number of bonds with other atoms (if multiple bonds, can be multiple single bonds or double bonds or triple bonds).
Structural Diagrams: Representations of molecules by drawings on paper. Each atom is represented by its chemical symbol, and each bond is represented by a straight line between the symbols.
Ex. H2O à H – O – H
Common Atom Connections
Atom / Number of Connections Per Atom
Hydrogen / 1
Oxygen / 2
Nitrogen / 3
Carbon / 4
a) Introduction of the Activity (15 minutes)
· Ask students leading questions: “What is a model?” “Why would a scientist find making models useful?”
· Hand out the Building Molecules definition sheet to students.
“Well today class we are going to build some models that chemists use all the time.”
· Review the concept of bonds and structural diagrams with students writing examples on the chalkboard (students may include examples on extra space on worksheet).
Example: H2O à H – O – H
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction).
b) Procedures (10 minutes)
· Hand out the Building Molecules Activity worksheet.
· Discuss activity and the purpose of the activity with the students.
· Model the Learning and Work Skills:
§ Collaboration: respond positively to others
§ Initiative: demonstrate curiosity and interest in learning
· Read through the procedure of the activity with students answering any questions or concerns about the activity.
· Ensure students are in their pairs and hand out the marshmallows and toothpicks to the pairs.
· Go through the first couple of steps with the students, making the first molecule as a class and have them fill out the associated parts on their results page.
· Make one of the molecules in step 5 of the procedure with the students and have them fill out the associated parts on their results page.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding?
· Ensure that students understand the procedures for the activity
· Ask various students questions about the procedures to confirm communication
· After 2 minutes ask if anyone is without a partner
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.)
c) Activity (40 minutes)
· Have the students complete the activity in their pairs.
· Have them keep their built molecules so I can look at them and hand in the Building Molecules Activity worksheet (one each, not in groups).
· If students have completed the activity early, they may work on the ‘EXTRA’ question at the end of the Building Molecules Activity worksheet.
CONCLUSION: How will I conclude the lesson?
· Be sure to wrap up the lesson 10 minutes before the end of class
· Ensure that all materials are put away and that the molecules materials are also sorted and put away properly
· Ensure sufficient clean up time for this process
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
· Before the next activity I will have to remind students to follow all instructions and to follow all lab safety even though it is not a formal lab activity.
· Next time I will ensure students understand all aspects of what is being asked of them by asking direct questions of the students, as they tend to not ask themselves.
· Students were able to complete the simple molecules with ease.
· Students had some confusion determining how many toothpicks to use once it wasn’t specified, thus requiring a brief review of bonding capacity.
· Students easily determined the number of atoms and what elements were in the molecules.
· Overall, students were excited about the activity and most were embracing of the added challenges as the activity progressed.
· When many students are having the same questions or problems, I will continue to pause the activity and review or explain the issues for the entire class.
· Next time I do this activity, I will emphasize the step-by-step process of building molecules (i.e. determine your number of marshmallows, determine the number of bonds those marshmallows/elements can have, etc.)
· Next lab activity, I will ensure that I keep direct instruction brief and succinct to allow more time to perform the activity.
Appendix 2: Building Molecules
Bonds: Connections that hold atoms together to form molecules. Represent electrons that ‘glue’ the atoms together. Each atom forms a set number of bonds with other atoms (if multiple bonds, can be multiple single bonds or double bonds or triple bonds).
Structural Diagrams: Representations of molecules by drawings on paper. Each atom is represented by its chemical symbol, and each bond is represented by a straight line between the symbols.
Ex. H2O à H – O – H
Common Atom Connections
Atom / Number of Connections Per AtomHydrogen / 1
Oxygen / 2
Nitrogen / 3
Carbon / 4
Marshmallow Elements
· Pink – N (nitrogen)
· Orange – H (hydrogen)
· Green – O (oxygen)
· Yellow – C (carbon)
Appendix 3: Building Molecules Activity
In this activity, you will build models of some common molecules and see how bonds can link atoms in molecules.
Materials
· 54 marshmallows (assorted colours)
o 7 pink – N (nitrogen)
o 31 orange – H (hydrogen)
o 5 green – O (oxygen)
o 11 yellow – C (carbon)
· Toothpicks
· Molecule Building Activity worksheet
· Building Molecules definitions sheet
Procedure
1. Separate your marshmallows according to colour/element.
2. Each atom can make a different number of connections. The number of connections is summarized in the following table.
Atom / Number of Connections Per AtomHydrogen / 1
Oxygen / 2
Nitrogen / 3
Carbon / 4
3. Make a model of hydrogen gas by connecting two atoms of hydrogen with a connector (toothpick).
a) Write the formula, H2 on the results page of your worksheet and draw the structural diagram in the assigned space.
4. Make a model of oxygen gas. Join two atoms of oxygen with two connectors to represent two connections that each atom usually makes.
a) Write the formula, O2 on the results page of your worksheet and draw the structural diagram in the assigned space.
5. Make models of the following molecules: nitrogen (N2), ammonia (NH3), methane (CH4), water (H2O), ethane (C2H4), and carbon dioxide (CO2). Make sure that each atom makes the right number of connections.
a) Write the formulae on the results page of your worksheet and draw the structural diagrams in the assigned spaces.
EXTRA
How many carbon-hydrogen molecules can you make with 3 C and 8 H atoms?
à Draw the structural diagrams on a separate sheet of paper.
Appendix 3 (continued): Recording Building Molecules Results
Molecule / Formula / Structural DiagramHydrogen gas
Oxygen gas
Nitrogen
Ammonia
Methane
Water
Ethane
Carbon dioxide
Lesson Plan Template
1 Schulich School of Education – Practice Teaching Handbook 2010-2011