Clark University 01/25/2017

Learning Activity Plan

Chemistry, Mrs. Phillips

  1. Content: Chemical Bonding

Today, students will continue discussing the types of chemical bonds that we began discussing yesterday – ionic bonds and covalent bonds. Students will begin the lesson by calculating the difference between electronegativities of two bonded atoms to determine whether the resulting bond is ionic or covalent, and we will then go one step further and begin discussing whether covalent bonds are polar or nonpolar. After a few practice problems with these, students will spend the second half of the lesson working with chemical bond kits and modeling how electrons are shared or transferred using stickers and tiles in small groups. Students will end the lesson by discussing the activity and takeaways as a class.

  1. Learning Goals:
  2. SWBAT model ionic bonds and covalent bonds using paper, fasteners, and stickers and describe why each of these bonds occurs the way it does.
  3. SWBAT distinguish between polar and nonpolar covalent bonds and know the values associated with each type of bond.
  4. SWBAT classify a bond as either ionic or covalent by calculating the difference in Pauling electronegativities.
  1. Rationale:

Chemical bonding is a central topic in chemistry that students will need to understand to be able to succeed in future lessons (for example: stoichiometry, chemical reactions, etc.). Information gained through this unit (and also this lesson) will also help students to connect chemistry with real-life scenarios (such as the creation of salt or the formation of water), making chemistry more relevant. The review and constant use of terms (introduced via powerpoint, notes, and class discussion) will ensure that students have a solid foundation on chemical bonding before moving on to concepts that build upon this (stoichiometry, chemical reactions, and more). The use of a hands-on modeling activity will help students to better understand how and why each type of bonding occurs, and the practice problems will help students to become more confident in calculating differences in electronegativity to determine bond type.

  1. Assessment:

The students and I will know that the students have reached the learning goals when they are able to correctly identify an indicated bond as either polar or nonpolar by calculating the difference in electronegativity between the two atoms. This will be assessed through class participation in discussion, low stakes writing, an exit slip, and a worksheet on this topic. The final assessment for this unit will be in the form of an exam covering all topics in the chemical bonding unit.

  1. Personalization and Equity:

The use of a hands on, manipulative activity will help my visual and hands-on students to grasp the concept of bonding and the types of bonds, and the visuals in the PowerPoint will help them to understand the difference between polar and nonpolar covalent bonds as well. Dan, Kennedy, and Brandon will all benefit from the visuals on the powerpoint as well as the inclusion of group work and hands-on work. All students will be encouraged to come for extra help in the morning or afternoons as needed, though I do not anticipate any problems with this particular worksheet. The use of class discussion will help my students who are auditory learners to process the information we covered today, and the deliberate groupings made for the activity will ensure all students remain focused and on task.

  1. Activity Description and Agenda:
  2. Agenda

Time / Teacher: / Students: / Rationale:
0:00 – 0:05 / Teacher will begin the lesson by projecting a pair of atoms on the board and asking students to predict what type of bond would occur between them. Teacher will circulate as students work. (atoms = N, O) / Students will take out their notebooks and periodic tables, solve the problem on the board, and prepare to take notes. / This will serve to remind students of yesterday’s topic and get them into today’s topic.
0:05 – 0:07 / Teacher will ask for volunteers to share their answers and will tell students that this is a covalent bond… but what type of covalent bond? / Students will be asked to share what they have written and we will discuss their contributions as a whole class. / This will help gain an idea of students’ understanding on the previous day’s topic.
0:07 – 0:25 / Teacher will introduce students to polar and nonpolar covalent bonds, using “I do, we do, you do” to show students how to perform these calculations. Students will then work on problems independently. / Students will take notes on polar and nonpolar covalent bonds, performing calculations as a group and then individually to practice these problems. / This will introduce students to this type of bonding and provide them with practice with these before moving on.
0:25 – 0:50 / Teacher will tell students that they will spend the remainder of the period exploring bonds in groups. Teacher will explain that students will model different types of bonds using the “atoms” in their folders, and the teacher will come around and check on students progress as they work. Teacher will project groups on the board and ask students to move to their assigned tables and begin the activity. / Students will listen to instructions, get into their groups, and begin their bonding activities, filling out their worksheets as they work. Students will have twenty minutes to complete their worksheets before coming together as a group. / This will help students to visualize the ways in which atoms form bonds – both ionic bonds and covalent bonds.
0:50 – 0:60 / Teacher will ask the students to return their atoms to their original states and then bring the class back together for a class discussion on the bonding activity they just participated in. Do students understand how a transfer of electrons results in an ionic bond? Do they understand how shared electrons create covalent bonds? Do students have any questions about these types of bonds? / Students will return to their seats and engage in a class discussion about the activity and their thoughts on ionic and covalent bonds. / This will give students a chance to discuss bonding as a class and clarify any questions or misconceptions as a group.

Homework:Worksheet – Ionic or Covalent Bonds?(EX. CRED.)

  1. Challenges:

I anticipate that there may be problems with some of the lower level ELL students learning the new vocabulary words and plan to address this by using repetition, visuals, and models. I also anticipate that some students may have trouble focusing for the duration of the powerpoint and so have incorporated question slides and discussion points into the slides to help keep the class engaged in the material.I anticipate some students may become unfocused during the activity and so have made deliberate groupings to try and keep all students engaged and on task.

  1. Frameworks:

4.1 Explain how atoms combine to form compounds through both ionic and covalent bonding.Predict chemical formulas based on the number of valence electrons.

4.3 Use electronegativity to explain the difference between polar and nonpolar covalent bonds.

SIS1. Make observations, raise questions, and formulate hypotheses

  1. Reflection:

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