Chemistry Lesson Plan 1

Teachers Name: Chris Cicinelli Class Period Length: 50 minutes

Grade Level/Subject: 9th Grade Unit Time Frame: 3 days

Chemistry

Central Focus: 1. Describe how the electronegativity difference

Basic concepts and terminology to describe Polar
and Nonpolar compounds. Additionally, to be able to
create models using these concepts
Standards
between two atoms in a covalent bond
results in the formation of a nonpolar
covalent, polar covalent, or ionic bond.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of
substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based
on the patterns of electrons in the outermost energy level of atoms

Academic Language Functions, Vocabulary, and Discourse

Function: Discussion

Vocabulary:
diatomic element
nonpolar covalent bond
polar covalent bond

Discourse/syntax: Students will focus on polarity using visuals and videos to enhance
lecture slides and assist in visualizing electrochemical concepts. Modeling off concepts will
also help visualize polarity as this will be essential base for understanding numerous other
topics.

Materials list for activities:

- https://www.slideshare.net/frenzypicasales3/polar-and-nonpolar-bonds
- Video 1: Polar vs nonpolar bonds: https://www.youtube.com/watch?v=PoQjsnQmxok
- Video 2: Ionic vs Covalent bonds
- https://www.youtube.com/watch?v=OTgpN62ou24
- Organic Chemistry Bead sets (multicolored)

Safety Precautions: N/A

Learning Strategies/Experiences
Opening: (15 min) Begin the lesson with Polar and nonpolar bonds power point lecture slides
and introduce basic terminology and concepts.
Show video 1 and 2 (Polar vs Nonpolar bonds) and (Ionic vs Covalent bonds) (10 min)

Introduce modeling activity (see below) using organic chemistry bead sets. Form students into
groups of 2-3. Students will have to model each of the listed molecules on the worksheet and
present them to you before they can move on to the next molecule. If the molecule or
explanation to questions are incorrect, investigate with the group to discover the point of
error by having them demonstrate their reasoning behind the structure and mechanism of
polarity. (13 min)

Closure: Review main vocabulary terms. At conclusion of basic modeling group work present
class with HW: complete, on your own, two models. One of a Polar molecule and one of a
Nonpolar of your choice with at least 12+ atoms. More than 12+ atoms are allowed, and a
prize to the most impressive model will be awarded to one student at the conclusion of class
the following day. (2 min)

Assessment/Evidence of Student Learning

Informal Assessments:

Use the opening of the class to engage students in questions and vocabulary from the
previous lesson. Try to identify any weak points in previous lesson vocabulary and
review before moving on to the next lesson.

Formal Assessments:

Use Modeling Activity as primary formal assessment of student comprehension, and

make sure to assess at each molecule, as it will serve as a check point for each
students progress.

Additionally, the homework will serve as an assessment of the students

comprehension with larger, more complex molecules. The fundamental concept of
polarity will stay the same, however, it will all the student to apply lesson to unfamiliar
molecules.

Adjustments for Diverse Learners

Differentiation/Guided Supports:

Students who have Study lunch can use that time to preview the lesson and get a
head start on terms. Visual connections between the photos and videos will be
stressed with the vocabulary. Extra help and work with the modeling activity can take
place during this time as well.

Accommodation/Adaptation (IEP/504):

For students with an IEP, additional help with modeling each molecule as well as
reviewing how a molecules polarity can be assessed can be completed using
substances molecules they are familiar with and build from there. Additionally, pace
will be slowed for comprehension and active learning through questions. During their
 study lunch, students can go through videos at their own pace, allowing for pausing
and modeling supplementation.

Homework and Extension Activities

- Study vocab, prepare for weekly summary quiz, HW: bring in molecule containing 12+
atoms using Organic Chemistry Bead Sets you and a partner will model the following
molecules and list whether they are Polar or Nonpolar

Resources/References:
Electronegativity (http://www.chemguide.co.uk/atoms/bonding/electroneg.html )
Intermolecular Bonding van der Waals Forces
(http://www.chemguide.co.uk/atoms/bonding/vdw.html )
Intermolecular Bonding Hydrogen Bonds
(http://www.chemguide.co.uk/atoms/bonding/hbond.html )
Polar and Nonpolar covalent: http://www.brightstarschools.org

Modeling Activity:

Directions: Using your Organic Chemistry Bead Sets you and a partner will model the following
molecules and list whether they are Polar or Nonpolar, please include a brief explanation. After
each molecule is modeled and polarity declared, raise your hand to present your model to the
teacher. Once your model is inspected and your polarity explanation is correct, you may move
on two the next molecule.

Molecules

1. H20 (Water)

2. CH4 (Methane)

3. C02 (Carbon Dioxide)

 4. C6H6 (Benzene Ring)

Answer the following questions with a brief response:

5. How do electrons behave during the formation of an ionic bond, and what properties of ionic
compounds result from the bonding?

6. What is meant by the electronegativity of an element?