Grade Level
Chemistry
Content &
Standard(s) Code
SC3.e
Name of Unit
Chemical Bonding
Page Numbers
Unit Decisions
Pages 1-9
Acquisitions Lessons, Pages 11-13
Extending Refining Lessons, Pages 19-20
Graphic Organizers, Pages 34, 36, 59
Submitted
By
Shirley Crews
Professional/System
Email Address
screws@charlton.k12.ga.us
System
Charlton County
School
Please do not use initials. Type
full name of school.
Charlton County High School
1
Created by: Shirley Crews
Decision Two: The performance or product project
that will be the culminating activity of the unit
Note: Decision One is the
Content Map
Students’ Assignment Page for the Culminating Activity
Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
How do elements interact with each other to form chemical bonds? (Elements may lose, gain or share electrons to form chemical bonds.)
Paragraph Description of the Culminating Activity:
When given any 2 elements from the periodic chart, the student will determine the way they will bond using the electronegativity chart. Each student
will then draw an electron dot representation of the structure. If the compound is covalent, the geometry of the molecule and its polarity is determined.
Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
1. Student use the electronegativity chart values for each element to mathematically calculate the differences in the values for the specific elements
in the problem. These values are then used to predict the type of bonding for the 2 elements.
2. The electon dot representation of the 2 given elements are written correctly.
3. If the example is ionic, the loss and gain of electrons is illustrated to produce ions with a certain charge.
4. If the example is covalent, the electron dot representation of the molecule is drawn.
5. For a covalent molecule, the geometry of the molecule is determined using knowledge of the VSEPR theory.
6. Using knowledge of geometry and electonegativity differences, the polarity of the covalent molecules is determined.
7. Check work with GO Justify Your Answer Answer Pg. 59
8. Rubric will be given to each student.
2
Decision 3: Culminating Activity/Project Rubric
Scale
30 points
20 points
10 points
0 points
Electron dot diagram
All correct
4 correct
2 correct
0 correct
Electronegativity
calculation
All correct
4 correct
2 correct
0 correct
Structure
All correct
4 correct
2 correct
0 correct
Polarity of molecule
All correct
4 correct
2 correct
0 correct
Criteria
3
Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?
Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews
Vocabulary checked with quizzes.
Teacher will conduct observations and questions during group activities and lab.
Compare/contrast charts will be checked for mastery of concepts.
Lab to compare properties of ionic and covalent compounds.
Rubric will be used to grade final application test.
4
Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.
Class brainstorms information for a KWL Plus.
Content map with vocabulary given to class.
Text related chapters noted.
Timeline for activities given to students.
5
Decision 6: Acquisition Lessons
Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.
See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.
Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills
Cause/Effect Compare/Contrast
Justification
Induction
Error Analysis
Abstracting
Classifying
Example to Idea
Evaluation
Writing Prompts
Constructing Support
Deduction
Analyzing Perspectives
Idea to Example
Justification of decision on type of bonds,
Classifying compounds by type.
Inductive reasoning to determine type of bond in a particular compound.
Constructing support for determination of a type of bond.
6
Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?
A wide variety of activities are used including visual, auditory and kinesthetic. Instructions are given in a variety of means. Lab, models, and
personalized GO’s appeal to different learning styles and ability levels.
Decision 9: Lesson/Activity Sequence and Timeline
What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.
Why do chemical bonds form? .5 block
How do elements interact with each other to form chemical bonds? 4.5 blocks
Acquisition lessons 2.5 blocks
Extending and refining lessons with lab 1 block
Evaluation 1 block
7
Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.
8
Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.
Copyright/References provided by Unit Writer
Comparable Copyright /References
Zumdahl, Steven S. World of Chemistry. Houghton Mifflin Company.2002
textbook
Personal lab
Lab manuals
www.classzone.com
Other internet sites
9
The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.
10
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: Shirley Crews
.5 block
Essential Question: Why do chemical bonds form?
Activating Strategies: KWL Plus –Class as a whole brainstorms what they remember about chemical bonds from physical science
(Learners Mentally Active) Following discussion of KWL and what categories of information the students expect to use, the content
map of unit and vocabulary will be introduced
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
1. Working in collaborative groups, the students will use information from past knowledge and the text
to construct support for the Position Statement—Compounds form because they are more stable than
the individual elements that make them up.(GO pg. 64)
2. Class discussion of position statements.
3. Guided practice of the drawing of Lewis dot representations of each family of elements.
4. Lecture tying all points made together to determine reasons for bonding.
1. Students will draw designed Lewis dot structures of elements and tell why they are not stable.
2. Students will revisit GO and improve it.
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies: Answer essential question
(Learners Summarize &
Answer Essential Question)
11
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: Shirley Crews 2.5 blocks
Essential Question: How do elements interact with each other to form chemical bonds?
Activating Strategies: Anticipation guide on board: agree or disagree with statements, then use text to support your answer.
1. Sodium will become stable by losing 2 electrons.
2. Ionic compounds do not form molecules.
3. Water is a polar covalent molecule.
Acceleration/Previewing: Formula unit, cation, anion, ionic bond, molecule, covalent bond, shared pairs, Lewis structure, VSEPR
(Key Vocabulary) theory, metallic bond, delocalized valence electrons, metallic crystal
(Learners Mentally Active)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
1. Lecture and discussion on ionic and covalent bonding as opposed to metallic bonding.( Use 10-2
model)
2. Distributed guided practice using electronegativity chart to determine type of bond between 2
specific elements.
3. Illustrate and model the formation of cations and anions using Lewis dot representations. (Note: all
cations and anions attract so a single molecule is not formed with ionic bonds)
4. GO pg.35—Frayer diagrams for ionic, covalent and metallic bonding.
5. Distributed guided practice to show formation of single covalent bonds.
6. Models of covalent compounds with members of the 8 major families and hydrogen constructed to
illustrate the duet and octet rules. Models show the geometry of the molecules.
7. Models illustrating double and triple bonds constructed.
8. Working in collaborative groups, the students use model kits to construct models of different
compounds.
9. Discussion and lecture comparing and contrasting the ionic and covalent bonds to a metallic bond.
1. Students design a chart summarizing the electron dot representation, formula, and shape of
molecules for each of 8 major families.
2. When given a group of paired elements, the student uses unit notes to determine the type of bonding
and the type of structure formed.
12
Summarizing Strategies: Prepare a semantic feature analysis chart comparing ionic, covalent, and metallic bonds.
(Learners Summarize &
Answer Essential Question)
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question:
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
13
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies:
(Learners Summarize &
Answer Essential Question)
14
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question:
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies:
(Learners Summarize &
Answer Essential Question)
15
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question:
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies:
(Learners Summarize &
Answer Essential Question)
16
17
18
Extending Thinking Lesson Planning Form
Name: Shirley Crews—.5 block
Essential Question: What are the similarities and differences between the different types of chemical bonds and their properties?
Mini-Lesson: Lab/physical and chemical properties of ionic and covalent compounds
Students will examine sugar and salt, then compare their melting points and solubility in different solvents.
Task: Complete all steps in assigned lab using proper techniques.
Summarize/Sharing: Each lab group make generalization list of properties of the two types of compounds—justify properties
with information about the bonds.
Assignment: Lab report with data table and generalizations
19
Extending Thinking Lesson Planning Form
Name: Shirley Crews .5 block
Essential Question: How do elements interact with each other to form chemical bonds?
Mini-Lesson: Classify a given group of compounds as ionic or covalent.
Task: Construct support for your answer.
Summarize/Sharing: Class discussion of answers
Assignment: Quick Write paragraph explaining why examples were classified as ionic or covalent.
20
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
21
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
22
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
23
24
25
 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 A Table of Contents can be viewed on page 27.
 You must include at least one in your unit.
 Please reference the graphic organizers chosen for your unit
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate textspaces.
26
®
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson
Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org
27
Graphic Organizers Table of Contents
Graphic Organizer Titles
Page Numbers
* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Justify Your Answer (Justification)……………………………………… 58
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
28
Graphic Organizers
1.
Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.
2.
Graphic organizers turn abstract concepts into concrete visual representations.
3.
Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*
Sequence or Time-Order
*
Listing or Description
*
Compare/Contrast
*
Cause/Effect
*
Problem/Solution
4.
The most important question a teacher can answer is:
“How do I want students to THINK about my content ?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.
5.
The use of graphic organizers produces learning effects that are substantial and long
lasting.
29
KWL Outline 1
-KThink I Know…
-WThink I’ll Learn…
-LI Learned…
30
KWL Outline 2
-KI Know…
-WThink I Know
-LWant to Know
31
KWL Outline 3
-KWhat I Know…
-WThink I’ll Know
-LWhat I Learned
32
KWL Outline 4
-KWhat We Know
-WWhat We Want
To Find Out
-L
What We Learned and
Still Need to Learn…
33
KWL Plus Outline
Topic:Chemical Bonds
-KKnow
-WWant To Know
-LLearned
Ionic bonds
Covalent bonds
Final category designations for “L” types of bonds, how bonds are formed, differences
characteristics of compounds
34
Word Map Outline 1
What is it?
(write the definition)
What is it like?
Causes
The Word
What are some examples?
35
Frayer Diagram 1
Characteristics
Forms cations and anions
Forms macromolecules not single molecules
Bond formed by the loss and gain of
electrons.
Ionic bond
Sodium chloride
Examples
water
Non-Examples
36
Frayer Diagram 2
Definition
I Think
Sentence
Draw
37
Folk Tales Story Map
Title:
Characters:
Setting:
Problem:
Events: 1.
2.
3.
4.
Solution:
38
Fish Bone (Cause / Effect)
Effect
Causes
39
Cause and Event
CAUSE
CAUSE
EVENT
CAUSE
40
CAUSE
Cause and Effect
Cause
Cause:
Cause:
Effect:
Cause:
Cause
41
Flow Chart
(Sequence)
Skill or Problem:
42
Cycle Graph
(Sequence and Repeat)
43
Compare / Contrast 1
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
44
Compare / Contrast 2
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
Summarize:
45
Describing An Event (Abstracting)
WHO?
WHEN?
WHERE?
WHY?
HOW?
SIGNIFICANCE?
46
Descriptive Organizer
(Literary Element)
TOPIC
DETAILS
MAIN IDEA SENTENCE
47
DETAILS
(Literary Element)
MAIN
IDEA
48
STORY MAP
(Literary Element)
Title:
Setting
Characters
Problem
Event 1:
Event 4:
Event 2:
Event 5:
Event 3:
Event 6:
Solution:
49
Story Pyramid (Characterization)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Directions:
Insert 1 word that names a central character.
Insert 2 words that describe the setting.
Insert 3 words that describe a character.
Insert 4 words that describe one event.
Insert 5 words that describe another event.
50
Character Map (Literary Element)
Example
Example
Quality
Example
Example
Quality
Quality
Character’s Name
Example
Directions:
1.
2.
3.
Write character’s name in central square.
In the rectangles, list adjectives or qualities that describe
that character.
In the ovals, writs examples from the text that support the
adjectives or qualities.
Example
51
STORY WORM (Literary Elements)
Event
Event
Conclusion
Setting
Main
Character
52
Story Map Showing Character Change
Turning Point
Character at Beginning
of Story
Events That Caused Change
Character at End
of Story
53
Matrix
Top
Category
Side
Category
54
WEB DIAGRAM (Classifying)
55
Newspaper Model – 5W Model (Abstracting)
Topic:
WHO
WHAT
WHEN
WHERE
WHY
Using the information from this form write a paragraph
56
5W and How Model
TOPIC: ______________________________________
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
SUMMARY STATEMENT:
57
Word Problems: Math (Problem Solving)
What is the question?
What is the essential information?
What information is not needed?
What operations will I use?
Does my answer make sense?
Can I draw a diagram of the problem?
58
Justify Your Answer (Justification)
To solve this problem, first I ___
To solve this problem, first I ___
Then I ___
Then I ___
This answer is ___
This answer is ___
..because ___
..because ___
59
Organizational Graphic Organizer (Classifying / Categorizing)
Central Topic
60
Problem / Solution Organizer (Problem Solving)
Topic
Problem
Solution
Main Idea Sentence
61
SKILLFULL DECISION MAKING
OPTIONS
What can I do?
OPTION
CONSIDERED
CONSEQUENCES
What will happen if
you take this option?
SUPPORT
Why do you think each
consequence will occur?
VALUE
How important is the consequence?
Why?
62
Prediction Tree Model (Deduction)
Details / Proof
Details / Proof
Prediction
Prediction
Details / Proof
Prediction
Conclusion or Final Prediction
1. Solid Lines & Boxes Are Details / Proof
2. Ovals Are Predictions
3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction
63
Constructing Support
Position Statement
Reasons
Facts
64
Inductive Reasoning
Details:
Patterns:
Generalization:
65
Analyzing Perspectives
Issues:
Personal Perspective or Main Character’s Perspective:
Reason/Logic:
Different Perspective:
Reason/Logic
Conclusion/Awareness
66
The Most Important Thing
The most important thing about
is __
But. The most important thing about
is __
67