Jeff+Peterson

email address: jpeterson@edec.org District Inservice Plan Subject area: Chemistry Grade level: 9-12 Time frame: 4 blocks 1 hr 30 min each Lesson title: Chemical Bonds || What causes atoms to bond together? Compare and contrast the two types of bonds; ionic and covalent. Why are written formulas and naming compounds important? (real life implications) What math skills must you use to analyze and create written chemical formulas? || (Analysis) •  Determine protons, neutrons, electrons, mass number, and atomic number from the Periodic Table. •  Determine the number of valence electrons for elements in the main (s&p) blocks of the Periodic Table. •  Identify the relative metallic character of an element based on its location on the Periodic Table.
 * **Technology Integration Unit/Lesson Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Jeff Peterson
 * **Brief lesson/unit Summary/Description ** ||
 *  Chemical bonds will include the stability in bonding, types of bonds, and how to write formulas and name compounds. ||
 * **Essential Questions to guide this unit/lesson and focus teaching and learning: ** ||
 * Why learn about compounds? (real life implications)
 * **State Content Standard/Benchmark addressed [] ** ||
 * 
 * 9-12.P.1.1. Students are able to use the Periodic Table to**
 * determine the atomic structure of elements, valence number,**
 * family relationships, and regions (metals, nonmetals, and**
 * metalloids).**

(Comprehension) •  Name and write formulas for binary ionic and covalent compounds. Example: sodium chloride (NaCl), carbon dioxide (CO2 )<span style="font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal;"> • <span style="font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Compare the roles of electrons in covalent, ionic, and metallic bonding. <span style="font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal;">• <span style="font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Discuss the special nature of carbon covalent bonds.
 * 9-12.P.1.2. Students are able to describe ways that atoms**
 * combine.**

|| **9-12.NC.3.3 Evaluate technologies that increase educational and workplace opportunities** **9-12.NC.3.2 Integrate technology into school, home and community** **9-12.CT.1.2 Apply strategies for identifying and solving routine hardware and software issues. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">State Educational Technology Standard/Benchmark addressed [] ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * 9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * Use 21st century skills to understand and address global issues

<span style="font-family: Arial,sans-serif; font-size: 10pt;">9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product.

9-12.CT.2.1 Utilize a virtual learning environment as a strategy to build 21st century learning skills.

9-12.CT. 2.2 Investigate to apply expert systems, intelligent agents, and simulations in real-world situations. || Introduction: Compounds in my life. Students will use [] to create a thread that shows visuals and verbally identifies the impact of three compounds in their lives.[|Compunds Rubric.doc] 1) Teacher shows example of voice thread that meets all criteria of the rubric. 2) Students will put in pairs of two (using picture puzzle) [|Element Picts.doc] that contains the 2 compounds to be contained in the thread. Students are assigned to find a third compound. 3) In the event that students have finished their assignment or technology is not available for every group students will Read sect 1 pg 602-606, and complete the accompanied WKST. 4) Review student will be assigned to present "compounds in my life"
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will understand (lesson/unit objectives): ** ||
 * * how a compound differs from its component elements.
 * what a chemical formula represents.
 * that the electric forces between oppisitely charged electrons and protons are essential to forming compounds a reason why chemical bonding occurs.
 * ionic bonds and covalent bonds.
 * the particles produced by ionic bonding and covalent bonding.
 * the difference between a non polar covalent bond and polar covalent bond.
 * how to determine oxidation numbers.
 * formulas and names for ionic compounds.
 * formulas and names for covalent compounds. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Procedure (learning activities)/ lessons of unit ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Block 1
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Block 1

Block 2 Introduction: Discussion that defines relationship. What is a relationship? Give examples of relationships in your lives? Why do relationships exist? 1) Students complete a Venn Diagram as a class on the dry erase board comparing and contrasting Ionic Bonds to Covalent Bonds. 2) Think-pair share. Student will pair up and be assigned to identify two types of relationships the would be metaphoric representations for each type of bond ionic, vs covalent bonds. For ex. Chocolate Chip cookie-ionic; chocolate cookie-covalent 3) Tug-of- electron (war) Students are assigned to participate in a tug of war. The knot in the middle of the rope represents an electron. One side wins represents a covalent bond. When teams are even it is an ionic bond. Teacher should relate the size of the teams to the number of valence electrons that are in the outer shell of an atom. 4) Students will read Sect 2 Types of Bonds pg 608-614, and complete a review WKST.

Block 3 Introduction: Language discussion. What are different language? How do people with different languages communicate with eachother? 1) Globalization, the water war [|Peace Corps | World Wise Schools | Water in Africa | Stories | Zimbabwe]google earth will be used as a visual supplement to show the exact location. 2) Assign groups of 4 to read Sect 3 Writing Formulas and Naming Compounds pg 615-621, complete review WKST 3) Group Review interactively save a city from air pollution [|Welcome to Smog City 2] Students will learn the where pollution comes from, discover how to control air pollution, and thought discussion connect the global importance of knowing whats in the air through scientific discover of compound and chemistry language.

Block 4 1) Intro: What is a blog (you tube video) Compound Career Blog 2) Summative assessment: "What is in the Water" or "What is in the Air" from Project Wild: Water World resource book. This source can be obtained from outdoor campus.

Description: 1) EPA Scientist Role Play. Obtain different colors of print paper. On each different color of paper write a different type of pollutant that the EPA tests for. Obtain additional pieces of colored paper and use a paper hole punch to create numerous colored dot. Each dot represents one parts per million of the pollutant that represents that color.

2) The air or water sample: Each student is assigned a mixture of colored punches each representing a separate pollutant.

3) Analyze Sample: Students divide sort colors and begin creating a bar graph that represents that parts per million of each pollutant present in their sample. The colored punches will be glued into the bar graph to represent the bars.

4) Report Results: Students create a mock EPA report using template. [|EPA Report.doc] Students report to the class.

Extensions:

1) Pod Cast reviewing the importance of legislation in Air Quality Control. NEF Podcast 96 2) Use real air and water samples if technology for testing is available.

||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Strategies that can teach any student ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Please indicate the strategies used: (Discussion, Drawing, Field Trip, Games, Graphic Organizers, Humor, Manipulatives, Metaphor & Simile, Mnemonic Device, Movement, Music, Project-Based Instruction, Reciprocal Teaching, Role Play, Storytelling, Technology, Visual Aids, Visualization, Work Study, Writing, Other: ___)__ ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Describe application of above strategy or strategies below ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Discussion, Graphing, Metaphors, Reciprocal Teaching, Role Play, Story Telling, Technology, Visual aids, Writing.

|| Summative assessment: real-life application of skills and knowledge learned though out the chapter. Students are required to use the scientific methods and apply the knowledge that was taught to solve a problem and report the solution to that problem.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Assessment Method/s and description ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative assessment: oral and written discussion and questions.

||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Resource List ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Peer Reviewer: ___ Kristi ** Desaulniers ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Comments: ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Peer Reviewer: ___ Kristi ** Desaulniers ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Comments: ||