1a - Viiiviiii-Squadgoals

Teacher: Rachel Valiquette Date: February 16th-17th, 2017
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School: Conrad Ball Middle School Grade Level: 6 grade Content Area: Chemistry
Title: Squad Goals Lesson #: 8 of
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
This is an ongoing standard for the entire atoms unit.
Understandings: (Big Ideas)

1. Students will demonstrate their ability to construct bohr models for any given atom. (Blooms apply)
2. Students will develop their understanding of how elements use their valence electrons to bond with one another.
(Blooms understand)
3. Students will illustrate their understanding for the fact that elements bond through their valence electrons.
(Blooms apply)
4. Students will distinguish between a variety of answers of how many valence electrons an element has. (Blooms
analyze)
5. Students will construct a model to explain why some elements do not need to bond, due to their full outer shell
of electrons. (Blooms create)
6. Students will discover that elements bond in order to have a full octet of electrons. (Blooms apply)
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
1. What are valence electrons?
2. How many valence electrons does an atom need to have a full octet?
3. How do you construct a complete bohr model?
4. How do elements use their valence electrons to bond with one another?
5. What makes some elements want to bond with other specific elements?
Evidence Outcomes: (Learning Targets)

Every student will be able to: Construct bohr models for elements and use the number of valence electrons in each
element to distinguish a fellow element that they might bond with.
This means I can: Bond different elements together to complete a full octet based on their number of valence
electrons.
Planned Lesson Activities
Name and Squad Goals
Purpose of
Lesson The purpose of this lesson was for students to use their prior knowledge to connect to chemical
bonding. The prior knowledge that students will use is; drawing bohr models for various elements
and being able to determine the number of valence electrons for a given element. Through this
activity, students will discover that different atoms are more likely to bond with particular atoms in
order to have a fully valence electron shell. Students will also create an understanding about why
atoms want a full outer shell as opposed to missing valence electrons.
Approx. Time Materials: students ipad, pencil for writing, squad goals worksheet, periodic table of elements
and Materials
Approximate time:
0-5 minutes: Do Now
5-8 minutes: Agenda, Standard, and Learning Target
8-54 minutes: Squad Goals
Anticipatory The students have a routine that they are used to. I like to keep the consistency each morning
Set when starting class so that students are always prepared and begin the day working. There will
be a Do Now activity for them to complete posted through the projector. This activity reviews the
material for the previous lesson in order for the students to remember what they learned and to
make connections to what they will be learning in todays lesson. I like to make the Do Now on
the easier side because I believe that if the students start the day with a correct response, they
will be more receptive to learning about new topics and continuing their academic growth. For this
Do Now, I will have students answer the question: Which element would be happier? An
element with 7 valence electrons, or an element with 8 valence electrons. Explain why. I chose
this question because it builds on students understanding that elements with 8 valence electrons
dont need to bond with other elements, but elements with 7 valence electrons really want to bond
to have a full octet, or full shell of 8 electrons.
Procedures Teacher Actions Student Actions
0-5 minutes: Do Now 0-5 minutes: Students will be

During the first 5 minutes of class I will have the students expected to have their iPads
complete a Do Now activity that they are used to seeing in charged and ready to use in class
their everyday practice. This Do Now question will involve in order to complete the Do Now
students answering the question, Which element would be activity. If students are not
happier? An element with 7 valence electrons, or an element prepared with their iPads, they
with 8 valence electrons. Explain why. The Do Now will be are expected to problem solve
displayed on the projector and will also be available in a and complete the Do Now on
folder that students can locate on their iPads. After I have pencil and paper.
assessed that the students have completed the Do Now, I
will ask some of the students to share out their answers and
we will have an open discussion about them as a class. I like
to give the students an opportunity to jot down thoughts that
they have in regards to the prompt and then see them make
those clarifying connections when we hold the class
discussion.
Check for understanding - Ask some of the students to share
their answers for the Do Now question on molecules.
(Intrapersonal, interpersonal, verbal/linguistic, visual/spatial)
5-8 minutes: Agenda, Standard, and Learning Target 5-8 minutes: The students are
I will explain to the students the agenda for the day. The expected to listen quietly with
agenda will be as follows: talk about the goals for the class their iPads closed and locked.
period, the expectations for where I expect them to be at the
end of the class period in regards to understanding and
assignment progress.
8-54 minutes: Squad Goals 8-54 minutes: The students will

During the squad goals activity students will build on their be expected to be working quietly
prior knowledge of bohr models and valence electrons. with a partner or individually on
Students have completed work to understand that atoms the Squad Goals assignment.
have valence electrons, but are working on the concept of
why the valence electrons are important. The squad goals
activity was created to help students discover how molecules
are created and how the atoms bond with one another in
order to create these molecules. The squad goals sheet is
setup to maximize self-paced student learning. The sheet
begins with a brief introduction in which it is explained to the
students that atoms want to bond to make squads, but that
they are picky about who they bond to. There are also three
levels of this assignment that model the ski slope analogy.
The green circle is the easiest level in which, when
completed correctly, students can earn up to a 2/4. The blue
square is at a level the students should be in which they can
earn a 3/4. The black diamond is the above and beyond level
in which students can earn the full 4/4 points. In part one of
the assignment, all students will assess the element sodium,
where they are to draw the bohr model of sodium, list the
number of valence electrons and the number of electrons
needed to complete sodiums octet. Students are then asked
to choose which element sodium will bond with. In the green
circle assignment, students have to draw the bohr models of
lithium and fluorine and list the number of valence electrons
for each before deciding who sodium should bond with. In
the blue square assignment, students are given more option,
fluorine, calcium, or lithium to decide between. In the black
diamond assignment, students are follow a similar procedure
as the blue square. In part two of the assignment, students
are to assess oxygen and its potential squad members
similar to part 1. This is where the green circle assignment
ends. The blue square and black diamond extent onto parts
3 and 4. In part 3 of the assignment, students are to assess
neon and choose their own element for neon to bond with.
They should come to discover that neon already has a full
octet and does not need to bond with anyone. In part 4 of the
assignment, students are to explain why carbon wants to
bond with 4 hydrogen in methane. In the extension for the
black diamond assignment, students are also to assess
boron and choose an element for boron to bond with as well
as create their own molecule that has at least 3 squad
members.
Check for understanding
(Interpersonal, intrapersonal, musical, visual/spatial)
Closure The closure for this assignment will be a debrief with the students. Towards the end of the class
period, I will talk with groups of students about their assignment. I will ask them questions that
pertain to their answers, such as, Who do you think that sodium will choose to be in his squad? I
will also ask students who choose to complete the more challenging assignment why neon does
not need to bond with anyone else. This will act as a closure because I will be able to assess
where students are towards the end of the lesson and design an introduction appropriate to reach
a variety of students for the next class period.
Differentiation Do Now: During the Do Now, students are allowed to use their notes to answer the prompt.
There are several modes of accessing the daily prompt, such as it is projected on the screen as
well as accessible through their iPads. The students are also encouraged to answer the prompt
using whatever creative outlet they choose.
Squad Goals: During the activity there are different levels of understanding that students can
choose to complete. Each student is given the opportunity to test their understanding at any level
they see fit and are encouraged to move up a level if the assignment is too simple, or to move
down a level if they feel they are struggling.
Assessment Do Now: The Do Now is a basic post-lesson assessment that students complete each morning
to help their understanding of prior knowledge and how they can connect that knowledge to the
day's lesson.
Check for Understanding: X2 throughout the lesson for basic understanding on how to guide
students for their best learning
Squad Goals: The students will complete the assessment in order to make sure they understand
the concept of valence electrons and how elements use them to bond and create molecules

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Teacher: Rachel Valiquette Date: February 16th-17th, 2017

Understandings: (Big Ideas)

Evidence Outcomes: (Learning Targets)

Procedures Teacher Actions Student Actions

0-5 minutes: Do Now 0-5 minutes: Students will be

8-54 minutes: Squad Goals 8-54 minutes: The students will

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