Elizabeth Merrigan Education Technology I

June 4, 2012 Professor Edwin Vega

Lesson Plan Integrating Technology & Pedagogy Directions and Outline Lesson 1: Atomic Structure & Ionic Bonding Standards: 1. The following are content area standards for high school chemistry taken from: http://www.p12.nysed.gov/ciai/mst/pub/chemist.pdf
i use models to describe the structure of an atom iii determine the number of protons or electrons in an atom or ion when given one of these values vii distinguish between valence and non-valence electrons, given an electron configuration, e.g., 2-8-2 xxxvi use particle models/diagrams to differentiate among elements, compounds, and mixtures 3.2 Use atomic and molecular models to explain common chemical reactions.

2. The following are technology standards from www.iste.org:

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions iste.org/nets 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies NETSS 2007 International Society for Technology in Education. ISTE is a registered trademark of the International Society for Technology in Education.

Lesson Objectives: After this lesson the students should understand the structure of an atom as well as its relative size. They should understand the hierarchy that an atom is the smallest building block of matter which then makes up molecules which come together to form compounds. They will also understand an atoms components including the nucleus, neutrons, protons, electrons and their energy levels. They then must start to understand that the number of electrons in each energy level and how valence electrons relate to bonding. Next students can start to understand how atoms bond to form molecules. Once molecules are understood students can understand how molecules react with one another in simple chemical reactions. The latter, more complex concepts will be introduced, to be elaborated on later. Therefore the students need only an introductory understanding of valence electrons and bonding.

Introduce the Learning Activity: Motivator: The motivator for this lesson will be a handout which directs the students to circle which of the following phenomena you believe to be the result of a chemical reaction. The sheet will then have a long numbered list of interesting facts all of which are in fact the result of a chemical reaction. The instructor will quickly have a different student read each fact and then the class will decide together that it is the result of a chemical reaction. This sheet is intended to interest the class in chemical reactions but should only take up about 2 minutes. The students will be told that by the end of the lesson they will know the explanation for one of these phenonmena. The lab at the end of this lesson will explain number 4, why rust forms and water or acid are able to eat away at metal. Communicating the lesson objective: The instructor will then explain that in order to understand all of these interesting phenomena, we must first understand the smallest building blocks of matter. We will watch a video on these building blocks then do some activities to understand how they interact with one another. Finally at the end we should be able to perform a virtual lab which shows how a real chemical reaction works. Provide Information and Practice: This section will be split in to activities which have corresponding practice and sometimes assessment activities which will be referred to. The practice is often incorporated in to the lesson and sometimes comes before the information in order to enable the students to try to discover the information on their own. Students will be asked what they observed and then the instructor will fill in the gaps and emphasize what is important. First see assessment 1 to assess how much students know about the building blocks of matter. 1. Provide Information: Group Activity 1 is a short video to teach the students about atomic structure and all of its components. Open link number 1, http://www.youtube.com/watch?v=AycAA6uSVn8&noredirect=1 on the resources page of my website and show the students that they too can find this video here if they want to view it later. Show this video. If for some reason it goes on to an additional part beyond 2 minutes it must be turned off, only the first 2 minutes are relevant to this lesson. Practice: Now the class can self correct their assessment 1 to make sure they all understand how electrons and protons make up atoms which come together to form molecules which together form compounds. They must put their name on these assessments and hand them in for the instructor to check. This will be their practice for atomic structure, understanding what makes up what. 2. The second activity is aimed both at getting the students used to using links on my website and to demonstrate the incredibly small size of an atom. Practice: Students work individually. Direct students to go to the resources page of my website http://student.plattsburgh.edu/emerr003/. Have them click on the first link, numbered 2, it is http://www.miamisci.org/af/sln/phantom/papercutting.html

They should then follow the instructions for the paper cutting exercise except they will just rip the paper instead of cutting to be quicker. They are supposed to rip the paper in half 31 times to get the size of an atom but it will be too tiny around 12 rips. Ask them to hold up there small piece of paper and tell how many rips they were able to get in. Have them try to imagine how small another 19 rips would be. Provide Information: Explain to students that everything in our world is made up of these tiny building blocks which make up bigger building blocks which make up even bigger building blocks. 3. Practice: Activity 3: Students work individually. Instruct students to open the third and fourth links on the resources page of my website: http://keithcom.com/atoms/ and http://www.ptable.com/. Ask them to play around with the first website scrolling through different atoms. This website will show them different atom structures from the periodic table in order starting with the first element. Ask them to look up the elements on the periodic table and make some observations about trends and what is changing in every subsequent element. Provide Information: It is important to point out or that students note that as you move across the periodic table, each element has an additional electron and proton which cancel each others charges out to remain neutral. They should also note or the instructor must point out that the colored regions show electron shells. Tell them that the number of electrons in the outermost shell is very important and have students count them. This will lead to a brief verbal instruction in which the instructor will tell the students the following information. Most elements on the left and right side of the periodic table like to have 8 electrons in their outermost shell, or 8 valence electrons. Depending on how many electrons they have in their outermost shell will determine what other atoms they will want to bond with. For example in an atom has 6 valence electrons it might combine with another atom that has 2 valence electrons so that now they each have 8 valence. Or an atom might just take these 2 electrons from another atom so that now it has 8 of its own valence electrons. This is called the Octet rule. 4. Practice: Activity 4 requires groups of 4 to 5 students to look over a powerpoint and summarize the main points in their own mini lesson. Have students form their own groups if they are being good. Instruct students to open the first powerpoint on the presentation page of my website. It is the powerpoint in entitled bondingpowerpoint. Instruct students to go over slides 1-12 and write down the most important points to present in 5 minutes. Ask students to come up with a clever way to remember the difference between cations and anions. If they dont come up with a good one tell them that cations has a t in it which looks like a plus sign. Provide Information: When students present make sure they include the following points, if not then add these points: Ionic bonding is between a metal and a non-metal. One takes electrons from the other so that both end up with 8 valence electrons. The one that loses electrons (loses negative particles) so it now has a positive charge with less electrons to balance out the protons positive charge. The atom which gains electrons becomes a negative ion because it gets more negative particles. 5. Finally the students should be prepared to do a virtual experiment. Instruct them to open link number 5 on the resources page of my website:
http://www.infoplease.com/chemistry/simlab/singlehcl.html.

This link should take them directly to the experiment but if it doesnt they should go to this website, choose virtual experiments, then under single replacement reactions they should choose the first option, HCl. This virtual experiment has written instructions for them to follow but the instructor should circulate the room, making sure they understand how it works and what they are looking at. After 5 minutes the instructor should discuss the experiment. Ask the students what they observed and how it relates to what we learned. Verbal Instruction: If the students do not point it all out the instructor should explain the following: Some metals react with the HCl, some do not, this is because it depends on the number of valence electrons as previously discussed. In the experiments that do react, notice that the nonmetal is taking electrons from an atom of the metal so that the non-metal becomes a negative ion and the metal becomes a positive ion. That metal ion has now changed and leaves the other metal atoms and thats why things like water or acid can eat away at a metal. Assessment 2 should now be given as a post-test to assess what was learned in this lesson. If there is extra time, the following activities can also be done. If not they will be used in the next lesson. 6. For activity 6 the students will form groups and read the first 15 slides of the second power point found on my presentations page of my website. It is entitled valence electrons. As before they should be instructed to read the slides together and come up with a summary of the most important points, and ask questions when they dont understand. The students will present after 5 minutes. It is important that they understand that they can find the number of valence electrons by looking at the atomic number from the periodic table and breaking this number up in to the different energy levels explained in the power point. They should understand that the number of electrons determines how that particular atom will bond because of the octet rule previously discussed. 7. Practice Activity: Instruct the students to click on the 7th link on the resources page of my website: http://www.learn4good.com/games/educational-learning-activities/chemistrygame.htm They can play this game where they have to match molecules with other molecules depending on how many valence electrons they have. 8. Practice Activity: Instruct students to click on the 8th link on the resources page of my website: http://www.molecularium.com/kidsite.html This is a fun game where students get to make molecules. They will be given the molecular formula so this should help them to understand how a formula tells you what is in a molecule. They then build it based on the formula. They only have 3 atoms to build with, Carbon, Hydrogen, and Oxygen, but they should find that they can make a lot of substances which are extremely abundant on earth. It must be pointed out to students how the molecular formula works and that many things on earth are made of just a few different molecules, Carbon, Hydrogen, and Oxygen being some of the most common ingredients.

Methods of Assessment: 1. Assessment 1: This is a quick pretest. Give students the first handout Relative Size Worksheet with the following words on it: molecule, compound, electron, proton, atom Ask students to write these words in order from smallest at the bottom to the largest at the top. Ask them for their answers and write some of their answers on the board. The correct order is: electron, proton, atom, molecule, compound. 2. Assessment 2: Instruct students to open the 6th link on the resources page of my website:
http://www.softschools.com/manage/themes/testreview?id=9&themeId=557

Instruct students to take the quiz, tell them they can use their notes or any of the resources we used today to help them. Provide Knowledge of Results: Written Feedback: The students will complete assessment 1 at the beginning of the lesson to see what they already know. They will self correct this assessment after watching a video to see what they know after watching the video. They will hand these assessments in so I can see what they knew about atomic structure before and after the video. At the end of the lesson they will complete the online assessment 2. This is intended to see what they learned after the entire lesson. This will be printed out and handed in for me to grade. Both of these assessments will be gone over by the instructor who will make notes of what is wrong, what was done well, and what needs to be worked on. Verbal Feedback: The instructor will circulate the room, providing feedback during and after each activity. She will tell the students whether she is pleased with their participation, regardless of their understanding of the material. She will either tell them to keep up the good work or ask them to work more efficiently. Review the Activity: The final activity in this lesson is a virtual laboratory which uses all of the concepts covered in this lesson. The final assessment also tests their knowledge of the most important points. Finally the instructor will lead a discussion asking students to summarize the most important points of the lesson. The instructor may need to give hints to facilitate the students in to noting the most important points. The points which should be discussed in summary are the particles which make up an atom, how atoms form molecules, how atoms bond with each other in ionic bonds, how bonding depends on the electrons on the outermost shell of an atom, and how ions become positive or negative depending on whether they lose or gain electrons respectively.