Matter+&+Chemical+Bonding

I decided to incorporate Pair-Share strategy with a sharing and concept mapping strategy. The experiment activity is based on an UNKNOWN investigation of substances that each group of pairs will try to identify based on the properties of Chemical Bonding they learned. This can be a culminating activity prior to a unit test. • demonstrate an understanding of the relationship between periodic tendencies, types of chemical bonding, and the properties of ionic and molecular compounds; • carry out laboratory studies of chemical reactions, and use appropriate symbols and formulae to represent the structure and bonding of chemical substances; ** Specific Expectations ** // Understanding Basic Concepts // – define and describe the relationship among atomic number, mass number, atomic mass, isotope, and radio isotope; – demonstrate an understanding of the periodic law, and describe how electron arrangement and forces in atoms can explain periodic trends such as atomic radius, ionization energy, electron affinity, and electronegativity; – demonstrate an understanding of the formation of ionic and covalent bonds and explain the properties of the products; – explain how different elements combine to form covalent and ionic bonds using the octet rule; **// Developing Skills of Inquiry and Communication //** – use appropriate scientific vocabulary to communicate ideas related to chemical reactions (e.g., //electronegativity//, //chemical bond//, //periodic trend//, //ionization energy//, //electron// //affinity//); – predict the ionic character or polarity of a given bond using electronegativity values, and represent the formation of ionic and covalent bonds using diagrams; || Matter and Chemical Bonding ||||^  || ** (Pair share) with brain storm concept map and start a K-W-L chart ** || In the beginning of class students can be paired up and asked to brain storm prior knowledge of “Chemical Bonding” individually. They will need to write down all the definitions and applications they can remember from previous years on the following basic concepts that they will need to know for the laboratory experiment i.e. atomic number, mass number, atomic mass, isotope, and radio isotope; periodic law, periodic trends such as atomic radius, ionization energy, electron affinity, and electronegativity; ionic and covalent bonds and give examples. **What do I already know?** || Assessment for learning (diagnostic) || ** Pair share ** || Identification of an unknown substance. Each group of pairs will be requird to identify an unknown substance. Each group will have a different unknown and they can be labeled: A, B, C, D, E and F depending on how many pairs of students (maximum of 3 per group). For students that want a challenge, they can choose to do individually and collaborate with their peers later. During the investigation there will be different stations to help determine the unknown substance and the type of bonding that is within the substance. Station 1: melting point Station 2: solubility in water (polar substance, oil, detergent) Station 3: electro-conductivity for metallic substances or substances that have metallic characteristics Station 4: Determination of type of bonding (Covalent, Ionic, Non-polar, polar etc.) ** Student Pairs will need to hand in prior to performing the experiment: ** 1) a concept map and flowchart of their procedure as a pair 2) A list of chemicals and reagents with details of how to handle, store and dispose of the materials 3) Emergency procedure quiz needs to be done and any mistakes need to be discussed in class so all students can learn from miss-information - Quiz can be short multiple choice for time constraints.  ** What do I want to learn before we start this investigation? ** || Assessment as learning  (experiment and metacognitive reflection) || The sharing of their original strategy, actual findings and errors, mishaps or ideas for modifying the procedure can be discussed.  What have we both learned as a group in this investigation? Can be something as a topic for discussion with the whole class.  After all the groups have presented the correct answers can be posted.  As a modification the teacher can provide the correct substance answers before the presentation and the group pairs can elaborate on their findings and discuss challenges and learning experiences that they have.  This is a good method to allow students to put the theory into practice and what student doesn’t enjoy a little MYSTERY? || Assessment of learning (group discussions of unknown substances and collaborative work on analysis) ||
 * ** Unit ** |||| ** Overall Expectations **
 * Grade 11
 * ** Introduction **
 * ** Laboratory Experiment **
 * ** Group discussions and analysis of experiment ** || After student pairs perform experiment, they present their particular unknown investigation to the whole class for approximately 5-10 minutes depending on time restrictions.

**__ Activity details __** ** 1) ** ** Promoting the Concept Mapping approach: ** Research suggests that our brain organizes the information into categories. Thus if we organize NEW information we have learned into specific categories it would be that much easier to learn. A concept map can start off as a chaotic brain storming session that has the students engage with a partner to discuss what they already know on a topic and then together they can create a concept map together.  - Each student brain storms individually on their own  - Partners come together to create the concept map together and then to present to the class  - Each group of partners is presenting a different topic in order to allow everyone in the class to learn something new.  - * if the class does not have access to a computer the old fashion paper and pencil can be used.  - If class does have access to a computer, then they can to an E-concept map ** 2) Pair Share and then sharing with the whole group ** When students are accountable to a partner and then to the whole group there is more motivation to empress their peers, I believe. We as teachers need to consider stage fright and the fact that some students may feel very anxious about presenting. This can be considered and modifications to the presentations can be made to be in smaller group size discussions at the end, Expert Groupings, or written responses.

Student Centered Activity Grp B.docx (18.861 KB)