West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN
Teacher Candidate: Daniel Spaulding Date: April 2, 2014
School: Poca Middle School Grade/Subject: 8
th
Grade Science
Lesson Topic: Electron Dot Diagrams
INSTRUCTIONAL OBJECTIVES / STUDENT OUTCOMES
Students will be able to explain what a valence electron is and which energy level of an atom is the valence energy level.
Students will be able to explain the relationship between groups on the periodic table and number of valance electrons.
Students will be able to explain the relationship between rows on the periodic table and number of energy orbitals of
elements. Students will be able to use this information and draw an electron dot diagram. Provided with only the
molecular abbreviation students will be able to construct a model of the molecule out of tooth picks and gum drops and
list how many of each atom are in the molecule.
WV CSOs
SC.O.8.1.5 implement safe procedures and practices when manipulating equipment, materials, organisms, and models.
SC.O.8.2.14 classify elements into their families based upon their valence electrons.
NATIONAL STANDARDS
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not details.
Overall Time 90 min
Time Frame 5 min question of the day and introduction
5 min pre-test for Data Based Decision Making
35 min think-aloud with textbook
5 min post-test for Data Based Decision Making
40 min lab on molecule construction
5 min clean up
STRATEGIES
Think-aloud and hands on activity in a lab
DIFFERENTIATED INSTRUCTION / ADAPTATIONS / INTERVENTIONS
The part of the textbook that was covered was read orally by volunteers for struggling readers or ELL students. Students
constructed a model of a molecule to show a physical representation of what they are learning.
PROCEDURES
This section has three parts, each are an important part of the lesson.
Introduction / Lesson Set
Ask each class to be honest and answer the question; how many of them have read the chapter in their textbook that
they are currently covering?
Introduce and explain the Think-aloud strategy.
Body & Transitions
Lecture
If first time using a Think-aloud and students are unfamiliar cover the 5 main points in turn.
Develop hypothesis by making predictions
o Using bold headings from text book and have students make hypothesis
Develop images
o Help students to understand what it means to develop images while reading
Share analogies
o If students do not understand analogies explain what they are with examples and ask students to give
examples
Monitor comprehension
Regulate comprehension
o When students reach a part in the text and do not understand model how to read past the part they do
not understand and make connections once they have more information to understand the part they
were stuck on.
Lab students walk from their desk to the left side of the room to where the lab stations are with a copy of the lab
assignment and the materials are already laid out.
Copy of lab is attached.
Cover instructions with students
Let students know that the model of the molecule must be seen and verified before taking it apart
Make sure students know to use separate color gum drops for different atoms but if there is more than one of
the same atom in the molecule students must use the same color gum drop for each
Closure
Finish lecture with a summary of electron dot diagrams and how to draw them with information gathered from the
periodic table.
Finish lab with students cleaning up their lab areas properly.
ASSESSMENT
Diagnostic: (part of the introduction of the lesson assessing students prior knowledge)
Use pre-test to gauge students prior knowledge and pre-test is attached.
Formative: (assessment you make during the lesson concerning lesson objectives)
Having students show completed models before disassembling provides an opportunity to ask them questions and
assess if they understand or not.
Summative: (made during closure of the lesson)
Post-test after lecture assessing whether or not the students learned anything during the lecture compared to the pre-
test.
Post-test attached.
MATERIALS
Be specific with a list of supplies and materials needed for the lesson.
Textbooks
Multicolored gum drops
Tooth picks
EXTENDED ACTIVITIES
If Student Finishes Early
Use portable laptops and have students use the Build Molecules Applet
http://phet.colorado.edu/en/simulation/build-a-molecule
If Lesson Finishes Early
If the students finish the lab early then I propose to break students into two groups and play a molecule drawing game.
One student from each group (team) would stand at the white board with at least three different colored dry erase
markers and a black one. The teacher will call out a molecular abbreviation or the entire molecular name depending on
the students level; such as NaCl or H
2
O. Then the two students will have to draw the molecule correctly on the board
using the different colored markers to represent the different atoms in the molecule and use the black marker to draw
the lines representing the bonds. The first student to correctly draw the molecule gains a point for their team.
Considering the fact that electron dot diagrams were discussed during the lecture students could also draw them
instead of molecule or mix both into the game.
If Technology Fails
No technology was used in this lesson apart from if students finish early.
POST-TEACHING
Reflections
The next time I use the Think-aloud strategy I will have a hand out of some type for the students. The five parts of the
strategy are listed above and I believe it would be beneficial for students to have a copy of the list with explanations.
Maybe even go as far as creating a guided graphic organizer that goes along with the textbook that asks specific
questions about the text to help students learn and understand the Think-aloud strategy so they can do it on their own.
For example copying a bold heading from the text and asking the students to write a hypothesis about the heading on
the graphic organizer before continuing to read. Also, after reading a section in the text the organizer could have the
students write an analogy relating to something from the section. Or, have students describe or even draw the mental
image they get after reading a section. The organizer could be taken up for a grade to ensure students are completing it
thereby making sure each student has read the text. It would also be possible to gauge whether or not the students
understood what they read and then handed back to be used as a study guide for a test. Also, the next time I do data
based decision making I will shorten the length of the pre- and post-test.
Data Based Decision Making (If Needed)
I created the test so that it would be easy for me to look at and quickly assess the students background knowledge on
the subject matter. So, as I was gathering the pre-test I could see that not one student correctly drew an electron dot
diagram. Also, I could quickly determine if there were any numbers greater than 18 on the test that the students did not
understand valance energy levels, groups on the periodic table, and valence electrons. After grading the pre- and post-
test and graphing the data it would appear that the students had very little if any background knowledge because not
one student made a passing grade percentage wise. After using the Think-aloud strategy every student but one made
substantial improvement on the post-test. I believe as I mentioned in my reflection that if I would have had a graphic
organizer used in conjunction with the Think-aloud the post-test results would be more even across all the students
instead of only having ten out of fifteen students with passing grades.


0%
20%
40%
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100%
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Students
Pre- & Post-Test Results
Pre-test Post-test

Lewis Structure Pre-Assessment


Directions: Using a periodic table complete the following chart

Date:

Name:


Element Symbol Group # # of Valence Electrons
Electron Dot
Diagram
Arsenic

Lead


Kr

Strontium

Bromine

Ge

Gallium


Te

Radon


Fr

K




Lewis Structure Post-Assessment

Directions: Using a periodic table complete the following chart


Date:

Name:



Element Symbol Group # # of Valence Electrons
Electron Dot
Diagram
Phosphorus

Chlorine


S

Beryllium

Barium

At

Argon


Na

Flourine


N

K