Assignment 4 Lesson Plan
Assignment 4 Lesson Plan
Assignment 4 Lesson Plan
1. Initial Planning:
Classroom Context: I teach mostly sophomores and juniors. However, I do have few 12 th grade
students who have failed Chemistry previously. I only have one EC (Exceptional Children) student, who is
in my second period class. His only accommodation is extended time on exams and quizzes. I did this
lesson with my first, second and third period; however, in my response I will focus on third period. My first
period has 21 students, second has 14 students, and third period has 16 students.
Science NCSCOS Goal: 2.07 Assess covalent bonding in molecular compounds as related to molecular
geometry and chemical and physical properties (Molecular 2.071)
Prerequisites:
Students are expected to know:
The number of valence electrons in any element
How to draw Lewis Dot Diagrams for any element
The octet rule (need to have 8 electrons in the valence shell to be stable – 2 is okay if it is a small
atom)
To begin the class (after 15 minutes), I’ll ask students about their weekend, and if they have any fun stories
to tell. After about 2 minutes, I’ll say “Let’s get started.” They know that’s the cue for when I will ask for a
volunteer to read the student objectives (which are always written on the white board). Students earn
Scholar Points for participating in class, so each student who answers questions, volunteers for different
activities will earn points. Then another volunteer will read the agenda for the day. I will then ask for
volunteers to write the answers to the last question on the board, while we review the answers to the first
three questions.
3. Lesson Development
Teacher Input
Covalent Bonding (20 minutes)
Students will copy the notes written below from the overhead as I explain them. Several times throughout
the lecture, students will repeat important phrases. The notes are in blue, things I say are italicized. There
are some CFU questions in my italicized words.
Covalent Bonding
*Covalent Bond: force that holds to atoms together in which the valence electrons are SHARED
Everyone say SHARED. louder, I can’t hear you, one more time.
What happens to the electrons in an ionic bond? (transferred)
*Molecule: the smallest unit of a covalently bonded compound.
*Bond Dissociation Energy (BDE): energy needed to break a covalent bond
*sigma bond: bond formed by the direct overlap of two atomic orbitals (picture)
*pi bond: bond formed by the overlap of parallel atomic orbitals (picture)
What does the symbol pi look like? How many electrons do you think Triple Bonds might share? Do you
think it would be easier to break 1 broomstick, 2 broomsticks, or 3 broomsticks? So do single, double or
triple have the most bond strength? What is BDE again? In that case, who has the highest BDE?
Single Bonds Double Bonds Triple Bonds
2 electrons shared 4 electrons shared 6 electrons shared
1 sigma bond 1 sigma, 1 pi 1 sigma, 2 pi bonds
longest Bond Length mid BL shortest BL
least Bond Strength mid Bond Strength most Bond Strength
lowest BDE mid BDE highest BDE
I’ll tell them to stand up and ask two different people questions about the notes that we just wrote down,
and then sit down again. I’ll walk around and monitor the discussions. Then I’ll ask if there are any
questions that they heard that were left unanswered.
CFU Questions:
Since Hydrogen is less electronegative than Carbon, I must put Hydrogen in the middle right?
Why do I need to put eight electrons around Carbon?
Why don’t I have eight electrons around Hydrogen?
This Carbon is sharing 2 electrons with Hydrogen, so what kind of bond must it be?
Does it have sigma, pi or both bonds?
4. Lesson Implementation
Closure (5 minutes)
I will give the students two minutes to finish the problem on which they are working, clean up their model
set and return to their sets. First five people in their seats will earn scholar points. I will then pass out a
covalent bonding worksheet that will help them practice drawing Lewis Dot Structures. Their “ticket out the
door” will be to draw the molecule listed as #1 on the paper, tell how many electrons are shared. Their
homework will be to finish the worksheet.
Day 2:
Lesson Introduction (20 min)
Students are to turn in their homework when they come into the room, write their agenda, and start their
catalyst.
I. Catalyst
*Write the formula for phosphate and carbonate.
*Draw the Lewis Dot Structure for the following molecules: NH 3 and CO2 (use formal charge to
check your answers)
II. Polyatomic Ions
III. Lewis Electron Dot Models
IV. Covalent Bonding Worksheet.
I’ll begin class after 15 minutes, and ask students to read the objectives (same as yesterday) and the
agenda. I will ask students to for the answers to the catalyst questions. Hydrogen only shares two
electrons, Carbon dioxide has a double bond and lone pairs on oxygen. Therefore I will follow up with
questions like these:
Why is Hydrogen only sharing 2 electrons?
What are these electrons called out here (pointing to lone pairs)?
Who has stronger bonds? Who has longer bonds?
Why does the bond between Carbon Dioxide and Oxygen have a higher BDE than Hydrogen?
Lesson Development
Teacher Input
Polyatomic Ions (20 minutes)
First I will ask who remembers the definition of a polyatomic ion. Then I’ll tell them that yesterday, we
learned about drawing molecules, which all had a formal charge of zero. But remember the formal charge
is not always going to be zero, like with polyatomic ions. Then I’ll show on the whiteboard how to draw
polyatomic ions with a few tips to jot down in their notes.
Modeling/CFU: I will stop and demonstrate how to draw ammonium using the steps from yesterday and
these two tips. I will also demonstrate on the overhead with my overhead set of Lewis Dot Models. I will
ask them for each step of the way.
Teacher Input
*For many (not all) polyatomic ions, the number of bonds to the central atom = number of valence electrons
Ex: CO3-2 Carbon has 4 valence electrons
Lesson Implementation
Guided Practice (5 minutes): I will stop and give the kids 1 minute to get to their lab station with their lab
partner and the Lewis Dot Models Set and Worksheet. I will then demonstrate how to draw carbonate
using the steps from yesterday and this last tip. Again I will demonstrate on the overhead with my
overhead set of Lewis Dot Models while they do the same example at their lab stations. I will go through
this example more quickly, but still ask questions as I go.
Homework: Finish Covalent Bonding 9.1, Study for Covalent Bonding Quiz tomorrow
5. Lesson Evaluation
Students will take a Quiz on Day 3 testing the objectives covered on Day 1 and Day 2. The quiz is broken
up by objectives covered so that I can evaluate the students’ mastery on every objective. The quiz is on
the page that follows.
Name: ___________________________________ Date: __________________ Period: ________
Quiz 4.2 Version 1
% Mastery SWBAT define covalent bond, molecule, octet rule, bond dissociation energy
1. Define the following terms:
a. covalent bond
c. octet rule
Directions: Identify which of the following bonds contain sigma, pi or both bonds.
3. Single sigma pi both
% Mastery SWBAT Compare and contrast single, double, and triple bonds in terms of bond strength, bond length, and
bond dissociation energy.
Directions: Fill in the blanks with “single bonds”, “double bonds” or “triple bonds”
6. Bond Length
7. Bond Strength
10. O2
11. NH3
12. CHCl3
13. CO32-
14. PO43-
6. Lesson Reflection
Here are the results for each objective for each period.
Average Mastery per Period, per Objective
Obj 1 vocab Obj 2 sdt bond Obj 3 σ/ Obj 4 Lew. Averages
bond Dot
Period 1 94 91 95 70 88
Period 2 93 89 100 72 89
Period 3 96 83 86 77 86
Overall 94 88 94 73 88
Average
After the lesson, I thought that it may have been better to find a way to break up the 40 minutes of Teacher
Input on Day 1. I could have had some quick rotating stations with pictures of molecules with single,
double, and triple bonds. Then at each station I could have asked questions about the pi and sigma bonds,
number of electrons shared, etc. I think that it may have been a better way to get my kinesthetic learners
moving a little bit more on day 1, and perhaps still that covalent bonding theory in their heads a little bit
more. However, based on the class averages, they did not seem to need extra practice with it anyways.
I also think that they could have used some more practice with drawing covalent molecules. That was the
weak point in all three classes with an overall average of 73%. A lot of my students still seemed quite
confused about when and why to form double and triple bonds. So, perhaps if I made this a 3 day lesson,
with the quiz on a Day 4 they would have understood the formation of multiple bonds with Lewis Dot
Structures a little better. Then I could have scaffolded the bonding by sticking to single bonds on day 1,
adding double and triple bonds on day 2, and then adding polyatomic ions on day 3 before testing them on
day 4.