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LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:___Kim Insana______Date:__________10/23/14_____
Unit Essential Question:_What special properties of water make it a
unique part of Earths Systems
Lesson Topic:_Bonding________Class:_________ESS
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
What are you and your students doing today to advance the 4-Part
Mission? Connections:
With which part(s) of the Agenda does this lesson connect most
clearly? And how?

STANDARDS

(www.cde.state.co)

Content:
Evaluate evidence that
Earths geospace,
atmosphere,
hydrosphere, and
biosphere interact as a
complete system.

Literacy and
Numeracy: Model with
Mathematics

Democracy and
21st Century Skills:
Apply logical reasoning
and analytical skills.

OBJECTIVES
Content: SWBAT
interpret and create
Lewis Dot Structures for
individual atoms and for
covalent compounds by
completing a worksheet
and visual representation
activity.

Literacy and
Numeracy: SWBAT
apply basic math skills
(addition, subtraction,
multiplication) in order
to evaluate and create
Lewis Dot Structures.

Democracy and
21st Century Skills:
SWBAT utilize their
periodic table
successfully to analyze
and create Lewis Dot
Structures for the
purpose of applying
logical reasoning and
analytical skills.

ASSESSMENTS What is your evidence of achieving each objective?


How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content: Students
worksheets will be
completed correctly and
each student will have a
voice and be active in the
class activity.

Literacy and
Numeracy: Students
will have correctly
applied math skills in
order to correctly
create Lewis Dot
Structures.

Democracy and
21st Century Skills:
Students will be seen
utilizing their periodic
tables correctly to
create and complete
their Lewis Dot
Structure worksheets.

Literacy and
Numeracy
pairs
bonds
covalent
ionic

Democracy and
21st Century Skills
polar
non polar
octet
unpaired

KEY VOCABULARY
Content
Stable
unstable
valence electrons
energy levels

HIGHER ORDER QUESTIONS for this lesson


Content
Why is is important to
represent atoms and
molecules using Lewis
Dot Structures?

Literacy and
Numeracy

Democracy and
21st Century Skills
Why do we need to be
able to correctly
analyze the periodic
table?

Why is it important to
use a universal system
for Lewis Dot Structures?
What other information
can Lewis Dot Structures
share?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance


Warm up Question: Create a Venn Diagram and compare
similarities and differences between ionic and covalent bonds.

Time

Pre-Assessment
Venn Diagram, what do they remember and have learned,
locking into recall the basics of bonding. Covalent, ionic,
nonpolar etc...
Venn diagrams will be completed on their warm up sheets. Then
we will create a classroom Venn Diagram to reinforce the
background information.

Time

Building Background
Link to Experience: Has anyone ever played with model kits?
Seem model kits? Can anyone describe a molecule and its
structure?
Link to Learning: Now think about how that structure you
have observed before can help you to construct a Lewis Dot
Structure.

Time

Activity Name Sweet and Salty


Anticipatory Set Taking

Time

Instructional Input Warm up will allow me to check for


understanding of background information. Do I need to go back
and revisit the information in order to build upon it with the new
material.
Models of Teaching:
Direct instruction led through powerpoint.
I do, We do, You do. I will show through first example how to
create a LDS. We all will do an example together. Students will
complete their worksheet running through several LDS on their
own. They have the option of using skittles and pretzels to help
them visually see the LDS. This activity will be guided practice
and will be supervised. This provides an opportunity for each
student to demonstrate grasp of new learning by working
through an activity or exercise under my supervision. Individual
practice will be utilized if kids have not finished their worksheet
in class.
Reading , Writing, Listening, Speaking
Through direct instruction students will be writing down notes,
and filling in the blanks. This will appeal to several types of
learners. Students will be listening to me as well as to their
classmates as they move into guided practice. Cooperative
learning amongst tables is encouraged.
Direct instruction will be led through powerpoint which is
included.
** Activity will follow after I do , We do. Worksheet will be handed out
and students will be allowed to progress through the worksheet
individually or cooperatively with their table group. To keep the
students more engaged and on task I will allow students to use pretzel
sticks and skittles to visually represent their LDS. They can build using
the skittles and pretzels and then copy what they have built when
they know it is correct.

Time

Accommodations, Modifications, and Student


Adjustments
I will differentiate for several different learning styles. I will be
presenting the steps for LDS in three different ways. This will
appeal to all different learners. I will create engagement with
the activity and allow for those who need to see the creation of
LDS visual to do so with the skittles and pretzels. By giving the
class my notes that they are able to fill in, this will also appeal
to several different learning styles. I am leading direct
instruction through powerpoint (visual) auditory (lecture) and
kinesthetic (writing).

Time

Review and Assessments of All Objectives


Content: Can they complete the Venn diagram? Can they
successfully complete the worksheet and hand it in when finish
if in class or on Tuesday 10/28. Are they able to complete their
cool down? This will demonstrate whether or not they have
mastered the content from the lesson. A ticket out of the door
will be issued to assess how well the lesson was learned and
what possibly they still have questions on.
Literacy and Numeracy: Can they correctly apply their
mathematic skills (subtraction, multiplication, and addition) in
order to calculate the number of valence electrons in a
molecule. If they are able to complete the worksheet
successfully, they are applying the correct mathematical
reasoning.
Democracy and 21st Century Skills: Students must be
analyzing their periodic tables. The are using a reference to
assist them in the process of creating LDS, if they know how to
use their periodic tables and they know where to find the right
information for their LDS, they are demonstrating the 21st
century skills.

Time

Closure
Ticket out the door -- Which delivery of how to interpret and
create a LDS made the most sense? Do you feel the objective
today was met? What questions do you still have.

Time

Next Step
Ionic LDS. How the bond between atoms in a water molecule
create the bent shape of a water molecule. Why the bonds in a
water molecule lead to surface tension.

Post-Lesson Reflection ( For the Teacher)


1. To what extent were all objectives achieved?

2. What changes would you make if you teach the lesson

again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the

Agenda for Education in a Democracy? To what extent does


this lesson achieve the 21st Century Skills?