Bond Prediction Lesson

Lesson Plan "Bond Prediction" Tenth Grade Chemistry By Rich Wilczewski

LEARNING OUTCOMES:

Students will use their textbook outlines to define the following: Chemical Bond, Covalent Bond, Ionic Bond and Polar Covalent Bond.

Students will predict the type of chemical bond formed between two elements using electron dot notation and the electronegativities of the elements.

Students will construct Lewis Structure Models for chemical bonds, and compounds.

Students will construct three-dimensional ball and stick models for covalent compounds.

MATERIALS:

Worksheet 6.1A (copy attached) Worksheet 6.1B (copy attached) Chemical Model Building Scorecard Overhead Sheet for Chemical Model Building Scorecard Overhead Sheet "Predicting Bonding Type From Electronegativity Differences" Molecular Model Building Kits (One per each students if possible)

ANTICIPATORY SET: "Atoms Are People Too"

Note as recommended by our school district's "Instructional Model" the class will begin with an opening activity see step 1 below. The teacher will introduce the anticipatory set immediately following the short opening activity see step 2 below.

Starting with this particular lesson, and continuing throughout the course, I capture student's interest by developing an analogy that I call "Atoms Are People Too". The basic premise is as follows. Students are very interested in their peers. They talk about their peers all the time. They want to know what Mary Lou and Jack did at the dance last night. They also engage in predicting how their peers will "react" in given situations. In fact students know that they are very good at predicting other students behavior. They feel it is easy to do so. This is because they understand their friends "personalities." Most of the students correctly predicted what Mary Lou and Jack would do if they dated. Students enjoy this kind of application of their skills. The point of the analogy is that if one knows the "personalities" of the atoms it is easy to predict how they will "react." If I can get the students to "see" the atoms as they see people, with personalities, then it not only becomes easier, it also becomes fun to predict their behavior.

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For example, several atoms are drawn on the board. Chlorine has a personality. It is the kind of atom that likes to gain one electron. While sodium is the kind of atom that likes to lose or give up one electron. If Sodium meets Chlorine it is easy to predict what they will do. Sodium will give up one of its electrons and chlorine will gain that electron. Simply stated that is how sodium chloride is made. The point is that atoms have characteristics (I prefer to call those characteristics personalities.) These characteristics or personalities are fairly easy to learn because chemists group atoms together in families and members of the same family behave the same.

STEP 1: Opening Activity Worksheet 6-1a "Introduction to Chemical Bonds"

Upon arriving to class students will obtain an activity sheet from their class activity bin located on top of the front bookcase. Students will take their seats and begin the warm up activity while the teacher takes attendance and moves about the class checking for the student's level of understanding and proficiency on the opening activity.

The warm up activity is a follow up activity to last night's homework. The students where asked to read and outline the first two sections of the chapter on chemical bonding. The worksheet requires them to write down the correct definitions for the following words, which are critical to today's lesson: Chemical Bond, Covalent Bond, Ionic Bond and Polar Covalent Bond.

Intelligence: Linguistic

The students were asked to read and outline the first two sections of the chapter the night before. In this worksheet they are required to write down the selected definitions. Students may not refer to the text during the classroom exercise. However they are permitted to use their own outlines as reference. This is an expected pattern that is repeated in this course. Students are aware that definitions and items requiring simple recall are often the subject matter of the worksheets and quizzes that immediately follow reading assignments.

Assessment:

The outlines are collected and graded as homework. For an A the student needs to have each of the major concepts from the sections represented in the outline.

The worksheet is corrected and counts as a quiz grade. There are four definitions each one count for 25% of the grade and partial credit is given for incomplete answers.

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STEP 2:

Anticipatory Set Instruction With Emphasis on Teaching To An Objective Followed By Teacher Demonstration of Skill Followed By Student Practice in Predicting Types of Chemical Bonds Worksheet 6-1b "Predicting types of Chemical Bonds"

Lesson Outline

Anticipatory Set A Metaphor for Chemical Bonding. Because learning is a search for meaning that is relevant to the learner the teacher will introduce this topic by inviting students into a setting where the social experiences of young adulthood are used as metaphors for today's topic

"Chemical Bonding & It's Prediction"

Statement of Objective By teacher To Students

The teacher will state the objective of today's lesson while writing the objective on the board.

"Today your goal will be to predict the bond type formed between two elements using your knowledge of outer shell electrons and the table of element electronegativities."

Instruction With Emphasis on Teaching To An Objective Lecture on Chemical Bond Formation, including teacher demonstrated bond prediction examples

Teacher Guided Skill Practice Teacher will engage and guide students in the prediction of chemical bonds types.

Independent Student Practice (with Teacher Checking for Understanding) Students will continue to practice prediction skills while teacher checks student work for understanding. Students will complete the second part of worksheet 6.1, which requires them to predict chemical bonds. (Copy attached)

Intelligence: Logical Mathematical

Students must predict the type of chemical bond formed between two elements using electron dot notation and the electronegativities of the elements. In order to do so the students must draw the electron dot notation for each element. They must also look up the Electronegativity of each element and find the mathematical difference between them. This difference is compared to a standard in order to determine the type of chemical bond formed between the two elements.

Assessment:

The worksheet is corrected and counts as a quiz grade. The students must correctly find the difference between the electronegativities of the two elements There is room

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on the worksheet for students to show their calculations and their answer for the differences and finally their bond type prediction. Partial credit is given for incomplete answers.

STEP 3: Construct of Ball and Stick Models of Covalent Compounds

Students will be given a "Chemical Model Building Scorecard" (copy enclosed). The scorecard lists the name and formulas for eleven compounds. The students have already predicted what types of Chemical bonds will be formed by the majority of elements that compose the listed compounds.

The teacher will demonstrate how to used the skills taught previously in class in order to build three-dimensional models of these molecules. This activity is designed to reinforce the logical mathematical concepts taught in the first part of class with a hands-on manipulation of corresponding 3-D models.

The teacher will build the first model and each student is asked to make his or her own model, which is inspected by the teacher.

The students are instructed to made models of the remaining molecules, while the teacher moves around the room and inspects the models.

Intelligence: Spatial and Bodily-Kinesthetic and Interpersonal

Both Spatial and Bodily-Kinesthetic intelligence are incorporated into this lesson. The manipulation of three-dimensional models requires both a command of special relationships and the eye hand coordination necessary to build simple and complex models of molecules.

Assessment:

As each student completes his or her own model the teacher inspects it. The teacher then initials the student's worksheet in the box next to the name of that molecule. The worksheets are collected and count as a quiz grade. All of the models have to be built correctly for the student to receive an A+.

In a more complex version of this lesson, the teacher identifies students who act as inspectors. Once a student has completed several of the structures correctly they are promoted to the position of official inspector. The inspectors are assigned the task of inspecting the models of fellow student's and initialing the student's score card. They are only permitted to inspect molecules that they have correctly made, as determined by the teacher's inspection.

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This version usually works best in my honors classes When I am able to use this version of the lesson the inspecting students are called upon to use their Interpersonal skills. Interpersonal skills are not assessed in this lesson. However it is my experience that helping other students has its own reward of increasing student understanding and retention of the material.

Closure

Teacher will bring lesson to closure by restating original goals and objectives the students should have begun to develop in today's lesson.

Below please find materials used for this lesson. Worksheets 6.1A and 6.1B were made by Holt Publishing, New York, New York. Holt is the publisher of our chemistry book "Modern Chemistry". The Multiple Intelligences Visual Organizer can also be found below although this item is not required I found it very useful and wish to include it in this assignment.

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