Vicki+Henschel

email address: Vicki.Henschel@k12.sd.us District Inservice Plan

Forces of attraction Subject area: Chemistry Grade level: 11 Time frame: Two 90 minute class periods Lesson title: Chemical Formulas || It is essential that students have a concrete grasp of writing chemical formulas. Students must be proficient at this skill in order to proceed with success in chemistry. I tell them, if they don't grasp this concept, they have hit the iceberg with their "Chemistry Titanic." They will not sink right away, but they will sink! || How do these interections affect your daily life? ||
 * **Technology Integration Unit/Lesson Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Vicki Henschel
 * **Brief lesson/unit Summary/Description ** ||
 * 
 * **Essential Questions to guide this unit/lesson and focus teaching and learning: ** ||
 * How do different chemicals interact to form ionic bonds?
 * **State Content Standard/Benchmark addressed [] ** ||
 * 
 * Indicator 1: Describe structures and properties of, and changes in, matter**

**9-12.P.1.2. Students are able to describe ways that atoms combine.**

**Indicator 3:** Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities. **Indicator 1:** Students recognize and demonstrate skills in operating technological systems. **Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity. 2.CTP.3 Identify and ask significant questions that clarify various points of view and lead to better solutions. 2.CTP.4 Frame, analyze and synthesize information in order to solve problems and answer questions. 2.CC.2 Demonstrate ability to work effectively with diverse teams. 2.CC.3 Exercise flexibility and willingness to be helpful in making necessary compromises toward accomplishing a common goal. 2.CC.4 Assume shared responsibility for collaborative work. 4.SCC.1 Work appropriately and productively with others. 4.LR.1 Use interpersonal and problem-solving skills to influence and guide others toward a goal. 4.LR.3 Demonstrate integrity and ethical behavior. || Lecture - I will lecture on the process involved in making ionic bonds. Jigsaw Puzzle Activity - Using my Promethean Board, I will lead an activity where the students will manipulate different puzzle pieces which represent the different ions. (I have no idea how to show you this. I have tried to import it in different ways with no success.) I will have this screen up as the students continue to work through this lesson. I hope it will be an aide to my students as they continue through this lesson. [|Layered Curriculum]- This may look strange to you, but my students are **very** familiar with this format. They will have no problem knowing my expectations and completing the assigned tasks. I realize there are some (dreaded) worksheets on this assignment sheet, but a certain amount of drill and practice is necessary to perfect this skill. || I have puzzle pieces of the different main elements that the students will **manipulate** so they can see the realtionship/bond formed between the ions. Google Sketch-Up Google Docs || Wednesday: Great start on your content. Solid questions and content standards are addressed. You might want to look at some web 2.0 resources such as google docs or maybe setting up a wiki for students to post questions or respond to other students who might have questions (if they can help them!). ||
 * Indicator 3: A nalyze how organisms are linked to one another and the environment.**
 * 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems.** ||
 * **State Educational Technology Standard/Benchmark addressed [] ** ||
 * 
 * 9-12.NC.3.2 Integrate technology into school, home and community. **
 * 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. ** ||
 * **21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * 1.GA.1 Use 21st Century skills to understand and address global issues.
 * **Students will understand (lesson/unit objectives): ** ||
 * Using multiple tools (digital and tradition), students will learn to properly write an ionic chemical equation, and how to name a chemical from its formula. ||
 * **Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * Class WikiSpace, OneNote, Google Sketch-It, Promethean Board to manipulate puzzle pieces. ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Procedure (learning activities)/ lessons of unit ** ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';"> Opening Activity - __How to Lose a Guy in 10 Days__ - I will show the video clip of when the two main characters meet and there is 'attraction'!
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Strategies that can teach any student ** ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">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-size: 10pt; font-family: 'Arial', 'sans-serif';">Describe application of above strategy or strategies below ** ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';"> **Humor** My opening clip will remind students that attraction is a common occurrence. There are people that are meant to be together just as there are chemicals that are meant to be together.
 * Discussion** will take place as we are working through the lecture on writing formulas.
 * Technology** Students will use their laptops throughout this lesson.
 * Critical Questions** - Why are the oxidation number important? What might happen if you combined ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Assessment Method/s and description ** ||
 * As I lecture, I constantly use formative sums of assessment. I watch for cues to check for understanding and gauge when to move on to the next part of the discussion. The C Level assignments will be graded in the traditional fashion. There will be formative assessment occurring as the students work through these activities. They need to be completed to 95% proficiency in order to receive maximum points. The B Level assignment will be assessed by the ability of students to create an ionic compound in Google SketchUp. When the student feels he/she is proficient in creating the compounds, they will come up to my desk and create a 3-D molecule that is randomly drawn from a hat. The A level will be assessed for content proper writing mechanics. The objective of an A Layer question is to get the students to critically analyze an issue - perfect parallel to 21st Century Skills. ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Resource List ** ||
 * Layered Curriculum help - [|help4teachers.com]
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Peer Reviewer: ___ ** ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Comments:
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Comments: