AshleyRobbinsScience


 * Lesson Topic and Description:**

**__Focus on Concepts__**
‍‍‍‍‍‍‍‍Chemistry: ‍‍‍‍‍‍‍‍-Periodic Table of Elements -How arranged? why is this important? What was the process to figure this out? -Characteristics of different groups? (ex alkali metals vs. noble gases) -Characteristics of atoms, molecules, subatomic particles (ie. valence electrons) -Bonding: Ionic vs. Covalent vs. Metallic

**__Provision for Acceleration and Compression of Content__** -Required preliminary reading: -How was the table originally arranged? Pros/ Cons? what were the issues? -What questions were left unanswered after the first attempts at arranging the elements? -What indicators were noticed that the arrangement needed tweaking? -how do valence electrons participate in bonding? Where do we see this in every day life? --> Lab that shows chemical reaction that exhibits ionic vs covalent bonding? -Break the class into three groups. Have them research their assigned bonding type, and be responsible for teaching the material to the rest of the class. Ionic group would teach ionic bonding and learn covalent and metallic from the other 2 groups, etc.

**__Enrichment__**
-"how its made" videos about the making of plastics or other "real life" objects -Show how salt water is a good conductor of electricity because of the ionic bonding that separate when dissolved in water...?

**__More Advanced Reading and Vocabulary__**
-Vocab: Exothermic vs Endothermic Reactions

**__Use of Primary Sources, Artifacts, and ‍‍‍‍‍‍‍Real World ‍‍‍‍‍‍‍Objects__** -Labs...? By Meg: This could be a stretch, but look at medical labels, etc (think Eli Lilly) where it shows the bonds of different compounds and then analyze how these are ionic or covalent and lead into a discussion of why it is so important to have an understanding of this, etc.

‍‍‍‍‍‍‍ **__Interdisciplinary Connections__**
‍‍‍‍‍‍‍-Making of plastics -BIOchemistry--> talk about metabolism and the different chemical bonding going on when you eat a cheeseburger -Why metals have their specific properties

**__Includes In-Depth and Critical Analysis__**
-Will a specific reaction take place spontaneously given specific conditions? (Given: activation energy of the equation, room temperature, etc....)

**__Fosters Creative Expression__**
Research an element and create their own design for their periodic table square of that element

Could you have students research a particular element and create a power point, prezi or other to discuss location, characteristics, uses, bond types, etc. ?
=﻿Questions:= Knowledge:

List the properties of the alkali metals.

Comprehension:

Explain why sodium and chlorine ionically bond to each other.

Application:

Using what you know about chemical bonding, is water an example of a covalent bond or an ionic bond?

Analysis:

Compare and contrast the alkali metal group with the halogen group in terms of valence electrons.

Synthesis:

Evaluate whether or not the following equation is balanced.

Evaluation:

Hypothesize whether or not the plastic in your water bottle is mostly an example of ionic, covalent, or metallic bonds and include justification for your hypothesis in your answer.

=﻿Assessment:=

Create, film, and produce a short animation that details what the electrons are doing in ionic and covalent bonding. Include properties of subatomic particles.

Write a children's story about two atoms that decide to become friends. Explain whether or not one atom is giving up electrons or whether they are sharing electrons when they become friends. The book needs full color illustrations.


 * Unit Name and Lesson Plan Title:**

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 * Author: Grade and Subject:**

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 * Annotation:**

**Student Learning Outcomes or Objectives:** (as a result of this lesson, what will the students will be able to KUD? must include how outcomes relate to overall unit objectives, standards, and Big Ideas/ concepts) -Discuss intelligently why the periodic table is organized in increasing atomic number instead of atomic mass, or color, or other specific characteristic. - (likely some or all will be above grade, may be from more than one subject, includes skills)
 * Standards:**

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 * Total Duration:**

(include numbers of items needed, all technology needed, titles and authors of any materials needed)
 * Materials and Equipment Needed:**

**Lesson and Learning Activities:**

**Introduction: what is a chemical???** **Notes/ differentiate betweeen molecules, atoms, elements, compounds** **Have students work in pairs to brainstorm examples of each**

**Periodic Table** **Webquest on different scientists** **Debate activity arguing arrangement by atomic number or atomic mass** **Characteristics of different groups (ex alkali metals, alkaline earth metals, noble gases, etc)**

**Chemical Bonding** **Covalent vs. Ionic vs. metallic bonding** **Lewis structures and Bohr diagrams** **Children's storybook about 2 atoms that want to be friends (chemical bonding)** **Chemical bonding lab: Slime??**
 * **Steps including time for each:** (logical progression, clear teaching instructions with good detail; how students are working; type of learning)
 * **Lesson attachments or weblinks:** (for particular steps with guidance for what, who and how to use it)
 * **Differentiation within High Ability Group:** (for students who have already mastered material or who can work at a higher level than other high ability students )

**‍Assessment ‍:** (measures identified Student Learning Outcomes; clear directions for students; evidence of higher level thinking is included; written materials attached; scoring system attached including any rubric, checklist, etc. )

The debate activity would have a rubric associated with specific arguments. The atomic number group SHOULD win, but there was significant support for the atomic mass thought at one point.

Rubric for the children's storybook that focuses on the content of the book (explaining the complicated process of covalent and ionic bonding in very simple, easy to understande terms) instead of the illustrations.

Product assessment: If the slime is the appropriate consistency, etc, then they followed directions. Chemistry is very specific and directions need to be followed precisely.