UKanTeach 5E Lesson Plan
Author (s):
Team Members: Tim Ellis
Title of Lesson:
Lesson #
Date lesson will be taught: 2/24 and 2/27
Grade level: High school Honors Chemistry
Lesson Source (kit, lesson):
What is a Covalent Bond?
Concepts/Main Idea – in paragraph form give a broad, global statement about the concepts and vocabulary you want students to
understand as a result of doing this activity (see Model lesson example):
All atoms want to have eight electrons, or an octet, surrounding them. Single atoms often seek bonds in order to fulfill
their octet. Ionic bonds occur when two atoms with largely different electronegativities (2-3.3) interact. These bonds
are characterized by the more electronegative atoms taking the vast majority of electron density from the less
electronegative atom. Covalent bonding occurs between atoms with similar electronegativities. These bonds are
characterized by the sharing of electron density between the two atoms involved in the bond. Polar covalent bonds
occur between atoms with a noticeable, but not large, difference in electronegativity (.5-2). Nonpolar covalent bonds
occur when there is little to no difference in electronegativity between two atoms (0-.5). The phenomena of polarity is
what causes many substances to dissolve in one another. Double bonds occur between atoms that need to share 4
electrons. Triple bonds occur between atoms that want to share 6 electrons.
Objective/s- Write objectives in SWBAT form…
Evaluation
The Students Will Be Able To:
1. Predict the number of bonds preferred for all atoms in
Periods 1 and 2.
2. Construct Lewis structures for molecules in Periods 1& 2.
3. Classify ionic, polar covalent, and nonpolar covalent
bonds.
In the space below, explain the type(s) of evaluation that will provide evidence
that students have learned the objectives of the lesson (formative and
summative). You will provide student copies at the end of the lesson.
A quiz will be used at the end of the lesson as a summative assessment.
Questions will address each of the stated objectives. Throughout the lesson,
formative evaluations will be performed to make sure students are ready to
move from step to step. The teacher will also move through the classroom
during modeling (day 1), and polarity investigations (day 2) asking students to
explain their results. Questions will frequently be asked in order to stimulate
critical thinking about the topics being studied.
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable
Science: (standard, benchmark, indicator)
Standard 1: Science as inquiry, Benchmark 1: The student will demonstrate the abilities necessary to do scientific inquiry, actively
engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research
Standard 2A: 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. Indicator:
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.
Math: Must include Common Core Math Practice Standard and tested indicator (2003 standards), if applicable.
Common Core Practice Standard 1: Make Sense of Problems and Persevere in Solving Them
Materials list (BE SPECIFIC about quantities)
Accommodations: Include a general statement and any
for Whole Class:
specific student needs
Day 1:
This lesson is designed for all students to be able to
participate. If any students have special needs, they can be
accommodated through work with other group members.
Students with visual disabilities should be able to handle
models in order to feel the shape of the molecules.
27 Worksheets
13 molecular modeling kits
Day 2:
27 worksheets
13 molecular modeling kits
per Group:
Day 1:
1 molecular modeling kit
Day 2:
1 molecular modeling kit
per Student:
1 worksheet
Advance preparation:
Each molecular modeling kit should be checked to make sure that it is not missing any
necessary components.
Include handouts at the end of this lesson plan document (blank page provided)
Safety: Include a general statement and any specific safety
concerns
Although no chemicals or laboratory equipment was
necessary for this lesson, general safe practices were
adhered to. No horseplay was allowed around glassware,
and students were expected to treat modeling kits and
other materials with respect.
Engagement: Estimated Time:
10-15 minutes (Day 1) 5 minutes (Day 2)
What the teacher does AND how will the teacher direct students:
(Directions)
Probing Questions: Critical
questions that will connect prior
knowledge and create a “Need
to know”
Day 1:
The teacher will present a video showing the difference between an ionic
(already discussed) and covalent bond. The video can be found at the
following website:
http://www.schooltube.com/video/7870b1153b034ec08d7a/ComparingIonic-and-Covalent-Bonds
The teacher will then lead the students in a brief discussion of the
periodic table, and the number of valence electrons that each element in
period 1 and 2 possesses. This information will then be related to the
number of bonds that elements tend to form.
What do you remember about
ionic bonds?
Expected Student Responses AND
Misconceptions - think like a student to
consider student responses INCLUDING
misconceptions:
The more electronegative atom takes
the electrons.
So what will happen when
sodium and chlorine interact?
Chlorine will take sodium’s electron.
How many electrons are
surrounding oxygen?
So how many more will it want?
6
What will happen when hydrogen
and oxygen interact with each
other?
Oxygen will take hydrogen’s electrons.
(Actually, the electrons are shared,
which the video shows, and the lesson
discusses)
Hydrogen is our first atom. How
many protons does it have?
Electrons?
Helium?
Lithium?
Beryllium?
Boron
Carbon?
Nitrogen?
Oxygen?
Fluorine?
Neon?
2
1, 1
2, 2
3, 3
4, 4
5, 5
6, 6
7, 7
8, 8
9, 9
10, 10
Day 2:
Students were asked to brainstorm information that they had learned
about valence electrons and covalent bonding from day one.
What are the most stable
elements in the periodic table?
How many valence electrons do
those elements have?
Noble gases. Some students may believe
common atoms like hydrogen and
carbon are the most stable. 8.
So how many electrons do you
think an atom wants to be as
stable as possible?
8
So how many extra electrons
would carbon need?
4
How could it get those?
Sharing with other atoms!
Can anyone tell me what covalent Covalent bonding is where electrons are
bonding is?
shared
What are some other vocabulary
words we learned?
Valence electrons, octet,
electronegativity,
What does the acronym HONC
tell you?
Hydrogen makes one bond, oxygen
makes 2, nitrogen makes 3, and carbon
makes 4.
Whats an octet? What are the
exceptions?
The 8 electrons that surround almost all
atoms. Hydrogen, helium, lithium,
boron, and large molecules violate it.
Teacher Decision Check Point: how do you know your students are ready to move forward?
Day 1:
The teacher will move from the video to the periodic table discussion when the students are able to describe how the electrons rotate around all 3 atoms
in the water molecule, but only around the chlorine in NaCl.
The teacher will move to the explore portion of the experiment when students can adequately predict the number of bonds each element in periods 1 and
2 prefer to make.
Day 2:
The engagement activity for this day was an assessment point in itself. Students are asked to brainstorm ideas, and are ready to move forward when they
have identified key components in the process of drawing Lewis structures.
Exploration: Estimated Time: 25 Minutes (Day 1) 15 Minutes (Day 2)
What the teacher does AND what the teacher
will direct students to do: (Directions)
Day 1:
The students will be given modeling kits,
equipped with balls and sticks capable of
formulating molecules made up of atoms from
Periods 1 and 2. Students will be given 5-10
minutes in order to explore the provided
equipment, and note the number of holes in
each sphere, and how many bonds those would
be capable of making. Students will then be given
a worksheet with several different molecular
formulas, and asked to construct those
molecules, and draw their corresponding Lewis
structures. Molecules will vary in polarity, which
should help with the discussion of polarity on day
2.
Probing Questions: Critical questions that
will guide students to a “Common set of
Experiences”
Expected Student Responses AND Misconceptions think like a student to consider student responses
INCLUDING misconceptions:
Which ball acts most like carbon?
Which ball is like hydrogen?
Oxygen?
Nitrogen?
The ones with 4 holes.
1
2
3
What atom did you put in the middle of the
molecule?
Why?
Various answers. Usually carbon.
Is there any other way you could draw this
molecule?
Why does it take that form then?
Sometimes yes, sometimes no.
I don’t know. Its stable?
I don’t know. Carbon usually goes in the middle.
Day 2:
Students are given a worksheet with more
How do you know what the central atom is? It is the most electronegative. Or it likes to make the
difficult molecules outlined. The students are
most bonds.
asked to identify the central atom and the total
number of valence electrons. They then use this
How did you find the number of valence
Using the periodic table and the molecular formula for
information and their model set to create a lewis electrons?
each molecule. Carbon has 4, Nitrogen has 5, oxygen
structure for each molecule. During this
has 6, etc.
exploration period, the teacher should move
throughout the room and ask students questions How does a charge affect the number of
It adds or subtracts electrons. Positive charge
about each molecule.
valence electrons?
subtracts, negative charge adds.
Teacher Decision Check Point: how do you know your students are ready to move forward?
On day 1, students will be ready to move forward when they have explained that the created structures are most stable when the most electronegative
atom is in the middle. This is useful knowledge, because it has students thinking about electronic interactions when they move onto an explanation of
where atoms go (shape).
On day 2, students were ready to move forward when they had correctly drawn Lewis structures for the molecules in their table. The teacher could also
assess student understanding through the probing questions used during this section.
Explanation: Estimated Time: 10 minutes (Day 1) 15 minutes (Day 2)
What the teacher does AND what the teacher
will direct students to do: (Directions)
Day 1:
Each group will draw a Lewis structure on the
board, and explain why they believe that to be
the proper structure.
Day 2:
Students were asked to draw structures up on
the board. Then students were asked to discuss
what they had learned about covalent bonds,
and the class went over some basic definition of
different types of covalent bonds.
Clarifying Questions: Critical questions that
will help students “Clarify their
Understanding” and introduce
information related to the lesson concepts
& vocabulary – check for understanding
(formative assessment)
Expected Student Responses AND Misconceptions think like a student to consider student responses
INCLUDING misconceptions:
Do you think it matters where the atoms off
the central atoms are placed? (show
example)
Why? What do electrons do? So if we
moved this atom from here to here
(example) would the electrons be in
different places? So why might it matter?
Probably.
I don’t know. Circle the atom. Yes. I don’t know.
Answer: When the atom moves, electrons will get
closer and further from each other. So they would
interact more/less in different positions.
Would someone like to volunteer to write
Lewis structures on the board? (If no
volunteers, pick a student who had it correct Students will draw structures on the board. Some
during the explore period)
students will likely incorrectly draw structures. A
common misconception is that only the central atom
needs to have 8 electrons around it in a Lewis
What periodic trend is very important in
structure.
deciding what type of bond is going to be
made?
Electronegativity. Many students believe that the
difference between bonds actually deals with whether
they are metals or nonmetals, but the difference in
Is the difference in electronegativity in an
electronegativity is a more reliable generalization.
ionic bond big or small? What about a
covalent bond?
Big. A covalent bond is smaller
Do you think there are different types of
covalent bonds? How can they be defined?
Teacher Decision Check Point: how do you know your students are ready to move forward?
Yes. They have different differences in
electronegativity. Polar vs. nonpolar.
Students will be ready to move forward when they can predict whether each provided solvent is polar or nonpolar. This acknowledgment indicates that
students understand the connection between like dissolves like, and polar and nonpolar bonds.
Elaboration: Estimated Time: 5 minutes
What the teacher does AND what the teacher
will direct students to do: (Directions)
Probing Questions: Critical questions that
will help students “Extend or Apply” their
newly acquired concepts/skills in new
Expected Student Responses AND Misconceptions think like a student to consider student responses
INCLUDING misconceptions:
situations
Day 2:
The teacher will briefly elaborate on topics that
have been discussed. Isomers and polarity can
both be expanded upon. Students will be
directed to draw a molecule on the board that
has multiple correct Lewis structures, for
example C4H10. Applications of polarity, like
dissolves like, can also be discussed. If students
are interested in the importance of a structure,
the example of the drug thalidomide could be
used.
Is there another way that we can draw
C4H10?
Maybe. Some students might draw a straight chain,
others might draw a branched structure.
Do you think there are multiple ways that
other molecules can be drawn? Does
anyone know the vocabulary word for this?
Yes. Other things can be drawn differently.
No. Isomers. Iso = same. Mero = parts.
Why might the organization of a molecule
matter?
Could changing the shape make its polarity
different?
Do you think this could cause different
effects, of say, a medicine?
Different shapes could do different things.
Yes
Probably.
Evaluation: Estimated Time: 7 minutes
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson:
(observations, student responses/elaborations, white boards, student questions, etc. Look at your Teacher Decision Check Point)?
Students will be constantly prodded throughout the lesson in order to explain why they are doing what they are doing. Careful observations will be made
to make sure all students are participating, and attention will be paid to make sure no one is left behind. The teacher check points are vital in determining
when it is appropriate to move from topic to topic. Student’s verbal answers will be the main checkpoint.
Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson
Quiz:
1. Draw the Lewis Structure of HCN
2. How many bonds does carbon prefer to form? Fluorine?
a. 4, 2
b. 3, 1
c. 4, 1
d. 3, 2
3. Match the following terms to their definition:
A. Ionic Bond
B. Polar Covalent Bond
C. Nonpolar Covalent Bond
____ Bonds where electrons are shared, but the electronegativity between the two atoms is similar.
____ Bonds where electrons are almost entirely surrounding 1 of the 2 atoms.
____ Bonds where electrons are shared, but the electronegativity between the two atoms is different.
Student Worksheets:
Day 1:
Day 2: