L4+Kuvaja,+Kyle

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Kuvaja **__Lesson #__**__:__ __4__ **__Facet:__** Apply

 **__Grade Level__:** 11 **__Numbers of Days:__** 6 days

 **__Topic:__** Chemical Bonding

 **__PART I:__**

 **__Objectives__**

 **Student will understand that** the arrangement of atoms determines a molecule's properties, including the bonds it makes.

 **Student will know** definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, octet rule, half-life, and isotopes. Students will know important molecules like molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide, hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen. Students will lastly be familiar with Democritus, John Dalton, Sir William Ramsay, Sir Issac Newton, Marie Curie, and Amedeo Avogadro.

 **Student will be able to** illustrate how bonds are formed in molecules.

 **Product:** Adobe Photoshop

 **__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Maine Learning Results

Content Area: Science and Technology

Standard Label: D. The Physical Setting

Standard: D3 Matter and Energy

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 9-Diploma

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a,b,c,d

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Rationale:** Students will develop an understanding of the process of chemical bonding between atoms and molecules, which is fundamental to the matter and energy unit.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Assessments__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Formative (Assessment for Learning)__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section I – checking for understanding during instruction**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After doing the three minute review cooperative learning technique, students will participate in "slap it" to guide thinking. There will be paper bubbles with names of molecules on them. Students will be asked to come to the front of the class and slap an ionic, then covalent, then hydrogen bonded molecule.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – timely feedback for products (self, peer, teacher)**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using a checklist, students will self-assess themselves on day 6. Using the same checklist, students will be given teacher feedback so that students can revise their work. The checklists will be completed after the completion of the Adobe Photoshop diagram on Day 6. All of this feedback will give me the necessary information to give fair grades to the students.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create an Adobe Photoshop diagram that will depict atoms bonding together, the type of bonding involved, bond angles, possible charges, and details like the molecular weight. The diagrams should depict at least one of each bonding type and contain all of the necessary details mentioned before and in the checklist. In the middle of day 3, students will take a graded quiz/short examination on bonding between atoms and molecules., students will pick slips of paper with elements on them out of a beaker. The slips of paper will determine who will be paired up with each other. The students will use Partners to begin developing a web of properties for a particular element. These pairs will carry through to Day 3 when the groups will use an Inspiration web as a graphic organizer to plan for their own Microsoft Word brochure. That same day the teams will work on their brochure in class. The Microsoft Word brochure should contain all of the content listed above, be creative, stay within the page constraints, and have no grammar mistakes. The Adobe Photoshop diagram will be graded using a checklist by myself and themselves. The checklists will be handed out to the students at the end of day 3 and will be completed by them and handed in at the beginning of day 6.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Integration__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Technology:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will have my students create an Adobe Photoshop diagram in a Type II way. One of my hooks is a video which is a Type I use of technology.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Content Areas:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">History: We will be looking at a video of the Hindenburg explosion, which is connecting molecular bonding to a historical event.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Groupings__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section I - Graphic Organizer & Cooperative Learning used during instruction**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will each create their own T-chart to sketch out what they would like to incorporate in their Adobe Photoshop project. Students will use Three minute review to go over the material that was covered in day 2. The T-charts will be used on day 4 prior to going into the project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – Groups and Roles for Product**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The product is not a group project. Each student will play all of the following roles:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Recorder: The recorder will take notes during class discussion, three minute review.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facilitator: The facilitators main role in the Adobe Photoshop project will be to direct questions at the teacher. Another role of the facilitator is to keep their partner on task.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Designer: The designer will develop the look of the diagram and the sections that will be included.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time keeper: The time keeper will help manage time for the group. The time keeper will also make sure to take down due dates and remember to announce them to their partner.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Runner: The runner will be moving the most. They will gather necessary tools, utensils, paper, resources, or anything the group may need.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Differentiated Instruction__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__MI Strategies__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal-Linguistic**:Students will talk with each other about molecular bonds, in teams, during the three-minute review periods.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical/Mathematical**: Students will need to calculate bond angles prior to creating their diagrams in Adobe Photoshop.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** Students will create visual representations of the molecular bonding process using Adobe Photoshop.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** The Slap it checking for understanding activity gets students out of their seats, while allowing me to see how much they understand about bonding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be asked to create their own T-Chart prior to creating their diagrams.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will interact in groups during the three-minute review activities.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Modifications/Accommodations__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My classroom will have a major focus on respecting others and treating them that way constantly. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. My classroom is focused on personal growth and making sure that the student can understand the information required of them. I will provide more time, alternative assignments (if necessary), or supplement assignments. These will all be dependent on whether or not it helps the individual student's learning.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Plan for accommodating absent students:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students who cannot attend class can access class notes, Adobe Photoshop tutorial, and any assignments that were missed on my class Wikipage. Students will need to get in touch with me regarding their Adobe Photoshop project. Depending on the day, students may need to create a Google doc to share information. If a student misses an extended period of time then they can complete any assignments on their own after meeting with me.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Extensions__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Type II technology:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will have my students create an Adobe Photoshop diagram of molecules and illustrate how the bonding takes place. Other objects could be embedded to make this type II.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Gifted Students:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">One way I could challenge gifted students could be to have them use various shading techniques in Adobe Photoshop or incorporate more complex chemical diagrams (labeling angles, charges)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Materials, Resources and Technology__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //List all the items you need for the lesson.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Laptops

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-LCD projector

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Slap it bubbles

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Checklist

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Handouts

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Headphones

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Writing utensils

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Beakers

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Bunsen burners

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Paper

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Source for Lesson Plan and Research__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Adobe Photoshop tutorial- The Youtube video and webpage are used to help students understand basic paint functions and image editing tools.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">-T-Chart graphic organizer- I will use this to help students plan out their Adobe Photoshop diagram.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">-Chemistry text books- Various chemistry text books are used for content notes and the direction of my class days.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-[|General chemistry glossary] / [] - The link is a list of chemistry terms that are used as references for the content notes.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-[|Chemistry biographies] / [] <span style="font-family: 'Times New Roman',serif;"> - The link is a reference for the information found in the content notes about famous chemists.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__PART II:__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Teaching and Learning Sequence__ (Describe the teaching and learning process using all of the information from part I of the lesson plan)** //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My classroom will be arranged in centers to not only aid partner collaboration, but also help with group bonding throughout the year. I will be sure that the room has lab stations that are set up for the lesson, since they will be used frequently. A simple set of classroom rules will be in place that are also enforceable. Complicated rules can backfire on the teacher. The fourth lesson will begin with a short review of molecules and their structure. The hook will follow my short review, which is a video of the Hindenburg explosion. The Hindenburg video shows how some molecules are bonded in a specific way and can form together and react. The video is a great way to connect this lesson to the outside world. Students will then discuss the video in table groups and then with the class. After the hook, I will perform an introductory lecture on bonding. To break up the lecture and keep students engaged, I will perform an experiment to get them excited about finding out more about bonding. To end day 1, I will finish my introductory lesson on day 1 and begin to talk bring up what will be discussed on day 2. Day 2 will be spent discussing the various forms of bonding including: ionic, covalent, and hydrogen. The last part of day 2 will be spent discussing how all three bonding types compare. I will use three minute review as a cooperative learning technique to begin day 3. From this cooperative learning technique, I will movie into the "slap it" activity. After checking for understanding, I will have students complete a graded quiz/short examination on bonding in molecules. To end day 3 I will hand out the checklist on the Adobe Photoshop project. Day 4 is mostly spent on organizing the student's thoughts on the projects. They will begin with research, move into creating a T-Chart, then an Adobe Photoshop tutorial, and end with more research on the project. Day 5 will begin with showing examples of molecules and move into completing most of the project in class, so that I can give the students help. The last part of class will consist of the students saving their projects and going over experiments that will be conducted on Day 6. The last day of the lesson will begin with the students exporting their projects onto Dropbox. The remainder of class will be spent splitting the students up into lab groups and performing various experiments.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __My Agenda__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 1:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** I will begin the lesson by discussing material from lesson three, mainly discuss what molecules are and what they look like.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:10-** I will transition from the short review to the hook that will begin the lesson. The hook is a video of the Hindenburg and the fact that it exploded. I can connect this to molecules forming new bonds.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:20-** After the hook I will move right into an introductory lesson that address what bonding basically is when looking at generic molecules.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:45-** I will break up the lecture by conducting an experiment that shows some of the basic properties of bonding (insert experiment).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:55-** Finish my introduction to bonding within molecules by looking at the experiment I just conducted and give a short glimpse to day 2 and the types of bonding that will be discussed.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 2:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** To begin class I will go into ionic bonding, including the process, how to tell how a molecule might be ionic, and give examples of molecules that are ionic.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:25-** I will next move onto covalent bonding, including the process, how to tell how a molecule might be covalent, and give examples of molecules that are covalent.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:50-** I will go into hydrogen bonding as the last form of bonding that we will discuss, including the process, how to tell a molecule might be hydrogen bonded, and give examples of molecules that are hydrogen bonding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:15-** I'll use the last part of class to connect all three and distinguish them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 3:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** I will begin class by doing a three minute review cooperative learning technique.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:15-** I would then transition from the review to check for student understanding using the slap it activity. I would put a bunch of molecules on bubbles on a wall. I would call students up to slap either ionic, covalent, or hydrogen bonding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:35-** Students would then complete a quiz/short examination on bonding in molecules.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:10-** Hand out the checklist on the Adobe Photoshop project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 4:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** Begin the lesson by having each student research what molecule they might want to do their Adobe Photoshop project on.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:30**- Students will use the T-Chart graphic organizer to sketch out how the Adobe Photoshop bonding diagram will look like.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:50-** Before having students begin the project I will have a video tutorial posted about how to use Adobe Photoshop and the tools they will need to use.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:05-** To end the day I will have students research and begin working on their diagrams. I will be available and walking around the room to help students go in the right direction.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 5:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** I would begin class by showing a few examples of different molecules that are ionic, covalent, and hydrogen bonded.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:10-** Most of the class will be dedicated to the students working with Adobe Photoshop and creating their diagrams in class. I would urge students to utilize their time, so I can be there to help them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:15-** I will have students end the day by saving their projects and I will discuss the end of day 6.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 6:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** We will begin the last class of the lesson by loading the Adobe Photoshop project into my drop box.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:10-** The end of class will have multiple stations set up that involve different experiments that have to do with molecular bonding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that the arrangement of atoms determines a molecule's properties, including the bonds it makes. Molecular bonds help determine whether objects will break easily, be nearly unbreakable, and many other physical properties that we experience everyday. //Students describe how the number and arrangement of atoms in a molecule determine a molecule's properties, including the types of bonds it makes with other molecules and its mass, and apply this to predictions about chemical reactions.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To engage my students I will show them a video of the Hindenburg crash and open up a discussion as to why this might have happened.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Where, Why, What, Hook, Tailors: (**linguistic, logical, visual, musical, interpersonal, intrapersonal)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, and octet rule. Students will know important molecules like molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide,hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen Students will lastly be familiar with Democritus, John Dalton, Sir William Ramsay, Sir Issac Newton, Marie Curie, and Amedeo Avogadro. (see content notes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use an T-chart to sketch out how they will organize their Adobe Photoshop diagram. Students will use three minute review to collaborate with teammates to further their understanding of bonding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After going to the three minute review, students will participate in "slap it" to give individual direction prior to taking a quiz on bonding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using a checklist, students will self-assess their work. Using the same rubric, students will be given teacher feedback so that students can revise their work.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Equip, Explore, Rethink, Revise, Tailors:** //(linguistic, logical, visual, musical, kinisthetic, interpersonal, intrapersonal, naturalist)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will show their understanding through formative assessment and a summative assessment at the end of the lesson. Each students will take on all roles in the summative assignment. At the end of the summative project, students will be asked to assess themselves using an online questionnaire about the project. The questionnaire helps me better understand what worked, what did not work in the project, and what I can do to improve the project. This informal feedback should help promote a healthy classroom atmosphere.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Explore, Experience, Revise, Refine, Tailors:** //(linguistic, logical, visual, interpersonal, intrapersonal)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-evaluate themselves after the Adobe Photoshop project on a checklist and in an online survey. The checklist should help guide the student through the process and the survey will give me information as to what the student thought was useful and how I could approach the project differently. All of these will be met with timely feedback. The evaluation is used to help build the student up from one lesson to the next. All evaluated work can be reassessed in some way, so the student can develop a better understanding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Evaluate, Tailors:** (linguistic//, logical, intrapersonal)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Content Notes__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know the definitions of chemistry, atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, and octet rule..

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">chemistry: The branch of physical science that studies both matter and energy and the interaction between the two.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atom: Atoms are the most basic form of matter and the building blocks of everything. They are composed of three different particles: protons, neutrons, and electrons. Each atom has a nucleus that can contain protons and neutrons, and an electron cloud surrounding the nucleus. These basic building blocks can bond together to form molecules.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">electron: Electrons are negatively charged particles found in atoms. The mass of an electron is 1000 times lighter than that of a proton. The bonding between atoms occurs when there is a sharing or transfer of electrons.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">neutron: Neutrons are particles located in the nucleus of an atom that have no charge. These particles are the larges of the subatomic particles and are reason that isotopes exist. The only element that does not have neutrons in its nucleus is hydrogen (one electron and one proton).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">isotope: Isotopes are variants of a chemical element and are determined by a difference in the number of neutrons from the elemental form of the particular atom.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">proton: Protons are positively charged particles found in the nucleus of an atom. The proton is the second largest of the subatomic particles and together with the electrons, determines the net charge of an atom.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">energy level: Energy levels refer to the orbitals surrounding the nucleus of an atom. In order for an electron to "jump" to a higher orbital, an external energy source is necessary. When the jump occurs, the electron is moving to a higher energy level can then be released.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">element: A chemical element is a basic chemical substance, usually synonymous with atoms. Elements are all placed on the periodic table of elements. Each element has a specific chemical symbol, atomic mass, atomic number, and atomic weight.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">orbitals: Orbitals represent paths that are followed by electrons around the nucleus. Orbitals can be in the form of either s, p, d, or f. Each type of orbital has a distinct shape and number of electrons that can occupy that space.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">net charge: A net charge of an atom is determined by counting the number of protons and subtracting the number of electrons from that. If the number is positive then the atom is positively charged and is known as a cation. If the number is negative then the atom is negatively charged and is known as an anion. If the difference in the number of protons and electrons is zero then there is no net charge. Net charges are directly responsible for ionic bonding. Molecules can also have partially charged areas depending on how electrons are shared covalently.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">cation: Cations are atoms with a net positive charge (meaning there are more protons than electrons).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">anion: Anions are atoms with a net negative charge (meaning there are more electrons than protons).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">molecule: Molecules are forms of matter that are composed of atoms. The composition of a molecule can be that of one type of atom (element) or numerous. A molecule is formed when atoms bond together by covalent bonds, hydrogen bonds, or ionic bonds. Molecules can exist in any of the four states of matter.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">states of matter: Matter can be in the form of solid, liquid, gas, or plasma.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">energy: Energy is an observable quantity that can take many forms (thermal, kinetic, potential, chemical, electrical, sound, nuclear, and electro-magnetic)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">density:The density of an object is defined by its mass per unit volume (d= m / v). The units will be some unit of mass (mg, g, or kg) over a unit of volume (cubic inch, cubic centimeter, cubic meter, etc.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">chemical symbol: A chemical symbol is a one or two letter code for an element on the periodic table.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atomic mass: The atomic mass is defined as the total number of protons, neutrons, and electrons in an atom. On many periodic tables the atomic mass for an element is noted. Any atoms that stray from the atomic mass as noted on the periodic table is known as an isotope.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atomic number: The atomic number is how many protons are located in the nucleus of a particular atom. This also means that the atomic number gives the charge for the nucleus.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atomic weight: The atomic weight of an atom is the total number of protons and neutrons.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">mass:Mass is a measurement for the amount of matter within an object. The unit of mass is usually mg, g, or kg.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">octet rule: The octet rule is only used for elements with an atomic number below twenty. The rule says that atoms will tend to want eight electrons in their valence electron orbital. If they do not have eight then they will usually interact with other atoms to have a valency of eight.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">half-life: the amount of time it takes for a substance to reduce its mass by half.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">isotope: a single element with a varying number of neutrons, but the same number of electrons and protons. The isotopes have different properties.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">single bond: atoms share a single pair of electrons.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">double bond: atoms share two pairs of electrons.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know important molecules like molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide,hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">molecular oxygen: Molecular oxygen is a molecule that has two atoms of oxygen bonded together. In a stable environment this molecule is typically in the gaseous state. Molecular oxygen is vital in cellular respiration.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">water: Water is a molecule that is composed of two atoms of hydrogen and one atom of oxygen. Water is held together by hydrogen bonds and has partial charges in the molecule. The hydrogen atoms have a partial positive charge while the oxygen side of the molecule has a partial negative charge.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">sodium chloride: Sodium chloride is a molecule composed of one atom of sodium and one atom of chlorine. The atoms are held together by ionic bonds. The sodium ion has a net charge of +1 and the chloride ion has a net charge of -1. Sodium chloride is also known as table salt.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">potassium nitrate: Potassium nitrate is a molecule that is compose of one atom of potassium, one atom of nitrogen, and three atoms of oxygen. The molecule is held together by ionic bonds. The potassium ion has a net charge of +1 and nitrate (NO3) has a net charge of -1.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">glucose: Glucose is a molecule with six carbons, twelve hydrogens, and six oxygen atoms, with the formula C6H12O6. Glucose is a sugar that is a byproduct of photosynthesis.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">carbon dioxide: Carbon dioxide is a molecule that contains one atom of carbon and two atoms of oxygen. Carbon and oxygen atoms are held together by covalent bonds. CO2 has one unshared pair of electrons, a single bond, and a double bond. Carbon dioxide is a byproduct of cellular respiration and is vital for plants.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">hydrogen chloride: Hydrogen chloride is a molecule that is composed of one atom of hydrogen and one atom of chlorine. The molecule is held together by ionic bonds. Hydrogen chloride dissociates into hydrogen ions with a net charge of +1 and chloride ions with a net charge of -1. Hydrogen chloride has a low pH, which gives it properties of an acid.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">sodium hydroxide: Sodium hydroxide is a molecule with one atom of sodium, one atom of oxygen, and one atom of hydrogen. The molecule is held together by ionic bonds. The sodium ion has a net charge of +1 and the hydroxide ion has a net charge of -1. Sodium hydroxide has a pH greater than seven, which gives it many properties of being a base.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ammonia: Ammonia is composed of one atom of nitrogen and three atoms of hydrogen. The molecule is held together by covalent bonds. Commercial ammonia is NH3 in solution. Ammonia typically has a strong odor.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ethanol: Ethanol is a molecule compose of 2 atoms of carbon, 6 atoms of hydrogen, and one atom of hydrogen. The primary carbon has a hydroxide group (OH). The remaining bonds are carbon-hydrogen bonds. Ethanol is an alcohol that is being looked at as an alternative fuel source and has been used as form of drinkable alcohol and an antiseptic.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">molecular nitrogen: Molecular nitrogen is composed of two atoms of nitrogen bonded together covalently. Molecular nitrogen is a gas at normal temperature and pressure. Gaseous molecular nitrogen is the most abundant gas in the atomosphere.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be familiar with Democritus, John Dalton, Sir William Ramsay, and Sir Isaac Newton.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Democritus: Democritus was a Greek philosopher who lived approximately from 460 BCE to 370 BCE. He was one of the first people to ever suggest that all matter was made of up small, indivisible parts. He called these elements "atomos", or indivisble, which we have since derived the word atoms from.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //John Dalton: John Dalton was a chemist/physicist who lived from 1766 to 1844. During this time he made considerable contributions to atomic theory. Dalton's atomic theory has five points://


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Elements are made of extremely small particles called atoms.
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Atoms of a given element are identical in size, mass, and other properties; atoms of different elements differ in size, mass, and other properties.
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Atoms cannot be subdivided, created, or destroyed.
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Atoms of different elements combine in simple whole-number ratios to form chemical compounds.
 * 5) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In chemical reactions, atoms are combined, separated, or rearranged.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">These points still hold true today in terms of chemical properties. Atoms can be subdivided, created, or destroyed, but that begins to filter into nuclear properties.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Sir William Ramsay: Sir William Ramsay was a Scottish chemist who lived from 1852 to 1916. Ramsay discovered the noble gases, which are chemically inert.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Sir Isaac Newton: Sir Isaac Newton was born in 1643 and died in 1727. He made many important contributions to mathematics, physics, chemistry, and astronomy. Newton's main contribution to chemistry was the belief of an ultimate structure of matter. This further advocated atoms and eventually the modern view of molecules.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Marie Curie: Marie Curie was born in Warsaw on November 7, 1867. In 1891, she received her licentiateships in physics and mathematical sciences. She became the professor of general physics after the death of her husband, Pierre Curie. She promoted the use of radium to alleviate suffering during World War I. Marie and Pierre Curie won the Nobel Prize in Physics in 1903 for their study in spontaneous radiation.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Amedeo Avogadro: Amedeo Avogadro was born in Turin Italy on August 9, 1776. Despite having a successful legal career, Avogadro was interested in natural philosophy. Chemistry during this time was just becoming an exact science. Avogadro had many contributions. He wrote a journal in which he clearly drew the line between atoms and molecules. The “atoms” of nitrogen and oxygen are in fact “molecules” containing two atoms each. He used this to show that two molecules of hydrogen combine with one molecule of oxygen to form two molecules of water. He also suggested that gases of equal volume, pressure, and temperature have the same number of molecules.// //Stanislao Cannizarro used Avogadro’s Principle to compare atomic weights to actual weights to determine the number of molecules. This led to Avogadro’s number, 6.02 x 10^23.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Handouts__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //List the items that need to be printed out for the lesson.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //- Adobe Photoshop web how-to//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //- Checklist for self and teacher feedback//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//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.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//__Learning Styles__//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Clipboard://** //The most important way to ensure that a clipboard's needs are met is to be fully prepared before the class begins. I will structure my classroom to avoid chaos, have a set plan that is announced at the beginning of class, make sure that all assignments are laid out and explained, and all groups will be predetermined to create an ideal work environment.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Microscope://** //As I microscope myself, I will be asking students to explore, ask questions, analyze, and think logically. Many of the mathematical and scientific concepts will engage the microscopes in the class.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Puppy://** //The puppies in the classroom will have their needs met through the atmosphere I create (posters, cartoons), the layout of the room, and the availability for constructive, group work. I will make sure that I develop a mutual respect among all students and make sure that they do the same with their fellow classmates.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Beach Ball://** //The beach balls will constantly be engaged with the transitions. I will be focusing on utilizing classroom instruction at the front of the room, short videos, group work, pair/feedback, labs, among other methods of instruction to help engage them.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //My classroom will naturally meet the needs of all learning styles. I will create an organized classroom that focuses on respect. I will make my lessons engaging, so that students ask questions and analyze situations, but this will not be done with me in front of the classroom. Students will have frequent transitions to reach the various learners.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Content Knowledge://** //See content notes.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//MLR://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Science and Technology

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: D. The Physical Setting

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: D3 Matter and Energy

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 9-Diploma

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a,b,c,d

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Facet://** //Apply//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //The entire unit is meant to build on the six facets of understanding. Lesson four focuses on the "apply" facet. I developed the lesson to first remind students about what molecules are and the bonding that takes place, then apply all of the knowledge in diagrams to show understanding of the content. Throughout the process students will be expected to collaborate with other students and are welcome to meet with me regarding the content. During the Adobe Photoshop diagram creation process, students will work in a three minute review session to help with their understanding of bonding as it can be a difficult concept to grasp.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//MI Strategies://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal-Linguistic**:Students will talk with each other about molecular bonds, in teams, during the three-minute review periods.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical/Mathematical**: Students will need to calculate bond angles prior to creating their diagrams in Adobe Photoshop.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** Students will create visual representations of the molecular bonding process using Adobe Photoshop.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** The Slap it checking for understanding activity gets students out of their seats, while allowing me to see how much they understand about bonding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be asked to create their own T-Chart prior to creating their diagrams.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will interact in groups during the three-minute review activities.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Type II Technology://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //The lesson requires students to work alone, in pairs, and in groups larger than two. I have designed the lesson to not focus on the white board, but involve the entire classroom. Students will also use their Mac laptops to create their diagrams of bonding.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Formative://** After doing the three minute review cooperative learning technique, students will participate in "slap it" to guide thinking. There will be paper bubbles with names of molecules on them. Students will be asked to come to the front of the class and slap an ionic, then covalent, then hydrogen bonded molecule.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using a checklist, students will self-assess themselves on day 6. Using the same checklist, students will be given teacher feedback so that students can revise their work. The checklists will be completed after the completion of the Adobe Photoshop diagram on Day 6. All of this feedback will give me the necessary information to give fair grades to the students.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create an Adobe Photoshop diagram that will depict atoms bonding together, the type of bonding involved, bond angles, possible charges, and details like the molecular weight. The diagrams should depict at least one of each bonding type and contain all of the necessary details mentioned before and in the checklist. In the middle of day 3, students will take a graded quiz/short examination on bonding between atoms and molecules., students will pick slips of paper with elements on them out of a beaker. The slips of paper will determine who will be paired up with each other. The students will use Partners to begin developing a web of properties for a particular element. These pairs will carry through to Day 3 when the groups will use an Inspiration web as a graphic organizer to plan for their own Microsoft Word brochure. That same day the teams will work on their brochure in class. The Microsoft Word brochure should contain all of the content listed above, be creative, stay within the page constraints, and have no grammar mistakes. The Adobe Photoshop diagram will be graded using a checklist by myself and themselves. The checklists will be handed out to the students at the end of day 3 and will be completed by them and handed in at the beginning of day 6.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //Constant feedback will be provided to make sure my students are not left in the dark. The checklist in the summative assignment is a formal assessment strategies. Students are required to meet the specific areas and they will be assessed on all areas as they meet them. As a teacher, I do not plan to sit in my desk while the students are in groups. I fully intend to be engaged with my students through the entire process. This means that I will be available to help reinforce any principles and answer any questions.// <span style="font-family: 'Times New Roman',Times,serif;"> || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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