Unit

Topic and Rationale:

The unit this work sample is based on is chemical bonding. This unit was separated into
sections based on different types of bonding. Students learned about how ionic and covalent
bonds form, how to balance equations and how to create compounds using ions. Students
learned these topics in a variety of different ways. Covalent and ionic bonds were taught to
students using cooperative learning and direct instruction Students were first given the steps
needed to complete ionic and covalent bonding (direct instruction) and students then worked
in groups to complete a variety of worksheets (cooperative learning). The difference between
ionic and covalent bonding was taught using concept teaching and presentation model.
Students were given set information distinguishing covalent and ionic bonds (concept teaching)
and then they used a graphic organizer to further break down the information they learned
(presentation model). Balancing equations was taught to the students in the way of inquiry.
Students were given a worksheet and had to figure out on their own how to balance equations.
Building compounds using ions was taught in the way of cooperative learning. Students worked
in groups to figure out how to build compounds using ions, after reading a technical writing on
how ions are formed. This unit started the week of February 8th and ended on March 2nd. Some
of the worksheets came from T. Trimpe on ScienceSpot.net as well as the Flinn scientific
website so credit is rightfully given to them.
Before this unit was taught students learned how to read the periodic table, what
element classification was and how to determine the number of protons, neutrons and
electrons of various elements using the periodic table. It is important for students to know how
to read the periodic table before they learn how to bond compounds and balance equations.

Students need to be able to understand how to find the number of electrons each element has,
as that is an important aspect when trying to see how different compounds are bonded
together. Students also need to be able to recognize the symbols of the elements which is
something they learn when studying the periodic table. In order to tie in the concepts of the
previous unit, students were asked to determine the number of protons, valence electrons and
the symbol of each element they were going to be using to create various bonds. By having the
students fill out a chart of the elements they would be using to bond, allowed them to see how
the valence electrons in the elements play an important role when trying to see how different
compounds are bonded together. By using the information given to them in the chart, students
were able to accurately determine whether or not the bond being formed was ionic or
covalent.
A notable aspect of this unit was it was only taught to the core extension class. The core
extension class is a class where certain standards are taken out of the regular curriculum and
put into the core extension class. This is done so that the students have more time to learn all
of the standards required in the eighth grade. This allows the standards to be broken down
further, which allows the teachers to devout more time to each of their standards required.
Each of the core extension classes are only for one quarter. The students rotate through the
three other core teachers in order to expand their knowledge on their particular curriculum.
The science core extension class focuses on the units involving the periodic table and bonding
of atoms. By the time students complete this bonding unit, it will be time for them to rotate to
the next extension class for further knowledge.

This unit will address the physical science standards of 1-2 and 1-5 from the Next

Generation Science Standards. NGSS PS1-2 states, Analyze and interpret data on the
properties of substances before and after the substances interact to determine if a chemical
reaction has occurred. Additionally, NGSS PS1-5 states, Develop and use a model to describe
how the total number of atoms does not change in a chemical reaction and thus mass is
conserved. The standard PS1-2 was covered in this unit when students looked at the different
characteristics of ionic and covalent bonding. Students used the characteristics of covalent and
ionic bonding to determine whether or not a chemical reaction will occur. The standard PS1-5
was covered in this unit when students were looking at balancing equations. One of the
important concepts in balancing equations that students learned was that of the law of
conservation of mass. Students saw that in order to have a properly balanced equation they
needed to have the same number of atoms on each side of the chemical reaction. Throughout
this particular unit, literacy, technology and mathematics standards will also be covered. The
mathematics standard that was covered deals with ratios, which is the basis to balancing
equations. The literacy standard that was covered deals with reading and interpreting technical
writings. The technology standard that was covered deals with research skills, which the
students used to research how to balance equations.

This unit is significant because it allows the students to take a standard that they

covered in math class and apply it to science class as well as their everyday lives. This unit lets
students see how ratios are utilized in science, for example in bonding compounds and
balancing equations. Ratios are a commonplace in science. Not only are ratios important in
balancing equations, but ratios are also vital in cooking. Using a real life example like cooking

can help students visualize the abstract concepts of equilibrium. Using cooking as an example
allows students to see that ratios and balancing equations can be applied to their everyday
personal lives. For this specific population of students, they found it amazing to know that there
are bonds that are causing our body to be alive. The interactions that are happening between
electrons are the reason life is the way that it is. By having students see that everything that is
going on in their bodies like the digestion of their breakfast is all due to the interactions of
electrons which forms and breaks different bonds. Not only does that specific concept of
bonding going on in the students, bodies it also helps them relate to the concept globally. This
relates to the concept globally because every single persons body on this planet all has the
same chemical reaction and bonding that allows them to digest the food they ate. By taking the
concepts taught in this unit and applying it to the students every day lives and globally they will
pay better attention to your lessons. Not only will the students pay more attention they will be
more engaged with the topic and want to learn more about it.