Nadine Brosnan and Katherine Melilli

EDUC 359
Fall 2018

Standard(s):
3.2.C.A2
Explain how atoms combine to form compounds through both ionic and covalent
bonding.

Theme: Physical Science (Chemistry)

Lesson Topic: Chemical Bonding

Objectives:
Content objective:
Students will be able to create their own chemical bond through the use of
manipulatives.
Language objective:
Students will be able to compare either through speech or writing the distinction and
characteristics of covalent and ionic bonds.

Learning Strategies:

Verbal: Students will explain how their visual representation of atoms “sharing” electrons to a
partner.
Visual: Students will draw a visual representation of atoms “sharing” an item of their chose to
demonstrate their understanding of the bond between covalent bonds.
Auditory: Students will listen to their teachers as they are directly instructed on the specifics of
the chemical bonding process.
Kinesthetic: Students will use everyday materials to gain an understanding of polarization.

Key Vocabulary:
★ Electrostatic force - Electrons of one are attracted to protons of the other
★ Bond length: distance between two nuclei at the point of minimum energy - attractive
and repulsive forces cancel each other out
★ Covalent bond: bond formed by atoms sharing electrons (2 chlorine atoms)
★ Electronegativity: the ability of an atom to attract shared electrons
★ Polarity: separation of charges
★ Polar covalent bonds: covalent bond in which the two atoms have different
electronegativities causing a separation of charges
★ Nonpolar covalent bonds: covalent bond in which the two atoms have identical
electronegativities so that the charges are distributed evenly
Materials:
● Note sheet
● Cards
● Polar and nonpolar bonds activity
○ Pins
○ Colored pencils

Motivation:
Atoms make up the world around us! Our students need to understand how our world is
constructed in order to become knowledgeable, well-rounded adults. Students will gain an
understanding of how our world is founded on basic chemical reactions. Chemical bonding is
essential in understanding the structure of everyday materials, characteristics of these materials
and reactions that occur without out our conscious knowledge. Students will be motivated to
learn about how this complex process is constantly going on around them. Students will also be
motivated to participate in the activity as they explore polarization through kinesthetic learning.

Presentation:
(I) Students will listen to and take notes on a presentation about covalent bonds. This
presentation will include modeling from the teachers as they demonstrate the difference
between polar and nonpolar covalent bonds. (We) Following this, the students will pick a card
which will determine what their role will be during our kinesthetic activity. Students will either be
a Hydrogen and Oxygen atom, a Chlorine atom (there will be two students for this role), or an
electron. The teacher will instruct the students on where they should stand in relation to the
atoms. As the teachers have the students change where they are standing in relation to the
atoms, they will ask the students why they are standing in these specific spots. Following this,
the students will create a visual representation of polar and nonpolar covalent bond. (You)The
You portion is done during the polar and nonpolar pin activity. For the ELL students, the You
portion was adapted so that they could work in pairs. This was done in an effort to assist these
students in ensuring they have an understanding of the material.

Practice and Application:

Students will be constructing a polar and nonpolar covalent bond. They will demonstrate their
understanding of the difference between the two types of covalent bonds by placing pins, which
represent electrons, on the appropriate shell of the atom. In addition to this, the students will
construct a visual representation of the two atoms sharing electrons in the form of a cartoon
drawing. This will be drawn on the inside of their atom. They will then explain their cartoon to a
partner using academic language learned in the lesson.

Review and Assessment:

Review: After the students have completed constructing their polar and nonpolar covalent
bonds, a few students can come up and share their work with the class. All the students will
then display their work on the board.
Assessment: The teachers will be formatively assessing the students throughout the entire
lesson. While the students are participating in the kinesthetic activity, the teachers will prompt
the students to explain why they are moving around the room a certain way and what this
represents. This allows the teachers to assess if the students were able to comprehend what
was taught during the powerpoint. Additionally, the teachers will be walking around the
classroom while the students are completing their personal polar and nonpolar covalent bonds.
They will be checking to make sure the students are constructing their bonds correctly as well
as ask them questions about what they are doing and why.

Extension:
This lesson can be built upon throughout the unit. Following this lesson, students would develop
an understanding of ionic bonds and later metallic bonds. The curriculum and language goals
can be extended through textbook readings, videos, and labs.

Strategies:
Team teaching: Both teachers share the responsibility for instructing and assessing all
students. The teachers are both lecturing during the direct instruction portion of the lesson and
walking around the room and checking for the students understanding while they participate in
the activities
Guided Note Sheet: The students are provided a guided note sheet to assist them while
taking notes during the lecture portion of the lesson. This guided note sheet was made
specifically for the ELL students to assist them throughout the lecture. The blanks are
strategically placed to bring their attention to the most important part of the definition or bullet
point.
I, We, You: The I portion of the lesson consists of the teachers directly instructing. The
We portion is conducted during the kinesthetic activity. The You portion is done during the polar
and nonpolar pin activity. For the ELL students, the You portion was adapted so that they could
work in pairs. This was done in an effort to assist these students in ensuring they have an
understanding of the material.