UKanTeach Lesson Plan Format Naming and Modeling

Transcription

1 UKanTeach Lesson Plan Format Naming and Modeling Author(s)/Team Members: Heather Bergmann & Kayla Raider Date lesson will be taught: 11/15 & 11/17 Grade level: High School Advanced Chemistry 1 (10 th Grade) Knowledge Package: KP2.docx Lesson Source: Glencoe Science Chemistry: Matter and Change Concepts: Ionic and Covalent Nomenclature, Molecular Shapes Objectives: Students will be able to Determine the name and chemical formula of ionic and covalent compounds. Identify a compound s molecular shape Build a model of a compound given the molecular formula Kansas Science and/or Mathematics Standards, Benchmarks, and Indicators: STANDARD 2A: CHEMISTRY Grades 8-12 CHEMISTRY The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter. Benchmark 2: The students will understand the states and properties of matter.. understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding. Materials list, advance preparation, and handouts: For class: 12 cation cards 12 anion cards Large scale modeling kit For each group of 2: 1 marker board 1 dry erase marker 1 modeling kit 1 group worksheet

2 For each student: 1 nametag 1 quiz Accommodations: English language learners should not have a problem with this project. If their group is called upon to present to the class, their partner will be responsible for doing most of the speaking. However, ELL students should make at least one point. Students with fine motor skills will verbally help their partner make the models. It will be encouraged that these students attempt to work with the models, but it will not be required. Safety: Students should not smell or taste dry erase markers. Modeling kits could potentially become a hazard if students throw them or misuse them. Students will be expected to use them appropriately. Students will follow all general classroom safety guidelines. Students will be encouraged to speak aloud in class. It will be enforced that there are no stupid questions and that students should speak up if there is something they don t understand. Engage: Time: 5 minutes Five-E Plan Day 1 connect to prior knowledge and create a need to know. Before video. Show Dihydrogen Monoxide YouTube video. ( watch?v=mawlljmas1w) After video. How many of you have heard of the dangers of dihydrogen monoxide (thumbs up/thumbs down)? To those who answered with a thumbs up: Let the other students become informed of the issue. How many of you think that this chemical should be Thumbs up/thumbs down. Students will watch video. Show of hands.

3 Go over rules used to find chemical formula. banned? Can I get a volunteer to come up and write the chemical formula for dihydrogen monoxide on the board? Is this correct? What is the common name of this compound? Student writes H 2 0 on the board. Yes Water Look for understanding that dihydrogen monoxide is water. Explore: guide students to a common set of experiences. Time: _30-35_minutes Say Today we will be working on drawing chemical formulas and naming compounds. (Write on class white board (1) Chemical Formula (2) Chemical Name) Each student will receive either a cation or an anion card. Students receiving a cation card will receive a numbered whiteboard. Students receiving an anion card will receive a marker. At the signal, students will pair up (cation with anion) and write their chemical formula and name on the whiteboard. When students are finished they will hold up their whiteboards for assessment. A random number will be (See Explain ) Students will complete activity.

4 drawn and that group will present their solution to the class. To repeat activity, students will trade cards with another cation or anion (staying the same as before). They will then pair up with a new partner at the signal and repeat the exercise. Activity 2: (Write prefixes on board mono, di, tri, tetra ) Teachers will write a chemical formula or chemical name on the class white board. Students will work in pairs to write the corresponding chemical name or chemical formula on their white board. When they finish, they will hold up their boards for assessment and wait until all students are finished. help students clarify their understanding and introduce information related to the lesson concepts/skills. Explain: Teachers will go around and assess individual groups. If the answer is correct, students will wait until they repeat the exercise. If the answer is incorrect, teachers will walk students through the naming/writing process and fix errors along the way. Selected group will present Show me how you got this answer. Explain how you got this Students will explain reasoning to teachers and teachers will correct misconceptions and errors if necessary.

5 their solution to the class. Activity 2: After each exercise, class will discuss answer. Go through pairs and have each pair give answer and tell how they got it. (One question per pair.) answer to the class. How did you balance the charges? Activity 2: What s the answer? How did you get that answer? Is there another way to name? Activity 2: Students will give answer. Students will explain reasoning to teachers.. Students will give common name. Teachers will assess individual groups and clarify through class discussions of selected group. help students extend or apply their newly acquired concepts/skills in new situations. Extend / Elaborate: Time: 5-10 minutes Go over and name common household compounds. Water Table salt Baking Soda Bleach Chalk Vinegar Does anyone know the chemical name for this compound? What is the chemical formula? Dihydrogen monoxide, sodium chloride, sodium bicarbonate, sodium hypochlorite, calcium carbonate, acetic acid. H 2 0, NaCl, NaH 2 CO 3, NaClO, CaCO 3, CH 3 COOH. Evaluate: Include formative and summative evaluation below. Critical questions that ask students to demonstrate their understanding of the concepts and process skills. These questions must directly relate to the lesson s performance objectives. Outcomes Formative Assessment (Day 1): Students will write on their nametags something they did not understand about the presentations given that day. If they do not have a question, they will write something they learned.

6 Teachers will write answers and comments on the nametags. Engage: Time: 5 minutes Day 2 connect to prior knowledge and create a need to know. Assess misconceptions from Day 1. If no misconceptions, daily question: Draw CH 4, H 2 0 Class discussion of DQ. Two volunteers to draw the structures. Correct? Students will answer daily question and turn in for participation points. Student volunteers will draw structures on the board. Thumbs up/thumbs down Explore: guide students to a common set of experiences. Time: 50 minutes Before activity: Demonstrate activity with sample compound. Activity: Each student pair will receive a modeling kit. Balls=atoms Sticks=bonds Each student will fill out a worksheet requiring them to build a chemical structure using materials, name the cmpd, draw the cmpd, decide molecular Are there any questions? Why are you arranging the cmpd this way? Are there any consistencies in the bond angles? Why do you think the lone pairs are bigger? Students will complete activity and ask questions as necessary.

7 shape, and draw the Lewis structure Students complete activity. help students clarify their understanding and introduce information related to the lesson concepts/skills. Explain: Time: 20 minutes Teachers and students will build large scale molecules using: Foam squares=atoms Foam footballs=lone pairs Skewers=bonds Class Discussion Is this correct? Can you explain to your classmates why you built the compound this way? Does anyone see anything they would change? Did anyone get anything different? Explain Students will explain reasoning to teachers and class. Thumbs up/thumbs down on how comfortable students are working with molecular models. help students extend or apply their newly acquired concepts/skills in new situations. Extend / Elaborate: Time: 5-10 minutes Explain, using molecular modeling computer software, why lone pairs Why do you think lone pairs take up more space than bonding pairs? Bigger, repulsion, etc.

8 take up more space than bonding pairs. Compare ball and stick models to software models of cmpds on wkst. Do you see any differences? Thumbs up/thumbs down Evaluate: Include formative and summative evaluation below. Time: 5-10 minutes Critical questions that ask students to demonstrate their understanding of the concepts and process skills. These questions must directly relate to the lesson s performance objectives. Outcomes Formative Assessment (Day 2): Students will receive a final worksheet similar to the molecular modeling activity worksheet. Students will complete this individually. Students will write on their nametags something they did not understand about the presentations given that day. If they do not have a question, they will write something they learned. Teachers will write answers and comments on the nametags. Final worksheet.docx Final worksheet answer key.docx Molecular modeling Molecular modeling activity worksheet.d key.docx Revisions: Day 1: This day went well and not many changes were made. The only change made was the video was changed to one that did not say that dihydrogen monoxide was actually water. Day 2: The idea behind this part of the lesson was great and was not changed. However, the use of candy and food to make the models did not correlate to the information we wanted to students to gain from the lesson. Therefore, we changed the lesson to incorporate models to build the structures rather than gumdrops and marshmallows. This way, the students will be able to see the different shapes better.